INTRODUCTION
Rationale
Research has increasingly focused on the critical role of teachers in language acquisition, particularly in English as a Foreign Language (EFL) contexts (Peng, Xie & Cai, 2014; Al-Seghayer, 2017; Al-Darwish, 2012) A key issue remains the essential characteristics that ELT-majored students must possess to fulfill these important roles effectively Inexperienced teachers often struggle to balance professionalism with emotional connection to their students (Davis, 2012), a challenge that can be even more pronounced for pre-service teachers who lack extensive professional knowledge and teaching experience.
Pre-service EFL teachers, as students majoring in English Language Teaching, experience a significant transition from learners to educators, which can greatly influence their future career development (McCormack, Gore & Thomas, 2006) This transition is often more challenging than in other fields (Tynjọlọ & Heikkinen, 2011), leading to potential self-deficiency issues, particularly in constructing teacher personas (Gorgoretti & Pilli, 2012) Labaree (2000) noted that maintaining a teacher persona to manage relationships with students and colleagues can induce stress, as these personas are deeply rooted in social interactions (Schlenker, 1980, as cited in Davis, 2012) Furthermore, Davis (2012) argued that social interaction is closely tied to teacher identity, influencing how educators perceive their role (Sachs, 2005) The concepts of persona and identity intersect in literature, suggesting that personas serve as a valuable tool for understanding teachers' perceptions of their profession (Davis, 2012).
Understanding the essence of being a teacher is a fundamental inquiry in educational research (Lee, 2010) In the context of language learning and teaching, being an EFL teacher transcends mere language proficiency; it encompasses the skill to effectively engage and inspire students in their language acquisition journey.
This research investigates the factors influencing English Language Teaching (ELT) majors at Hue University of Foreign Language and International Studies (HUFLIS) in developing their teacher personas as they transition from EFL learners to EFL teachers Despite its significance, this area remains under-researched The study aims to explore senior students' perceptions of their teaching personas, particularly focusing on how these identities evolve during their teaching practice, specifically in the Methodology 6A – Teaching Practicum course.
Objectives
This study explores the perceptions of senior English Language Teaching (ELT) majors regarding teacher personas and their evolution during teaching practice, specifically within the Methodology 6A course at Hue University of Foreign Language and International Studies (HUFLIS) The research focuses on addressing two key questions related to this topic.
1 What are senior ELT-majored students’ perceptions of teaching personas?
2 In what ways do their teaching personas develop through teaching practice?
Research scopes
This research, conducted at Hue University’s University of Foreign Language and International Studies (HUFLIS), aims to explore the perceptions of senior English Language Teaching (ELT) majors regarding teacher personas and their development during teaching practice, specifically in the Methodology 6A course The study involved 50 senior ELT students at HUFLIS, providing valuable insights into their understanding of teacher identities in the educational context.
Data collection for this research utilized both qualitative questionnaires and quantitative interviews to address the research questions The questionnaire data was analyzed using SPSS to examine senior ELT-majored students' perceptions of their teacher personas and the development of these personas during teaching practice Additionally, thematic analysis of the recorded interviews provided deeper insights into how these students perceive and evolve their teacher personas throughout their teaching experiences.
Significance
The results of this research offer valuable insights into the awareness ELT-majored students have regarding their teacher personas and the impact these personas have on their teaching performance Additionally, the findings address the factors that may influence how these students identify themselves as EFL teachers during their transition from learners to educators This understanding can inform methodological implications for teacher training courses and programs, as well as guide future research focused on teaching career development.
Structure
Chapter 1 is the introduction of the research paper, including the main content and purpose of the research paper This chapter consists of five parts: rationale, objectives, research scope, significance, and structure of the research.
LITERATURE REVIEW
The concept of persona and teacher personas
The concept of persona, prevalent in various fields, is particularly significant in social psychology, where it is defined as an "adaptation to the social environment" (Jung, 1966) Sadoski (1992) describes personas as self-images individuals project to achieve specific goals with a targeted audience This notion reflects a collective understanding of identity, suggesting that persona is one of several identities an individual may choose to present in social interactions for desired outcomes (Marshall, Moore & Barbour, 2020) Importantly, persona is not merely a 'mask'; it can evolve into a genuine identity (Pearlman, 1968).
Personas are shaped by diverse social experiences throughout an individual's life, including interactions with family, friends, and colleagues (Broady, 2015) Consequently, much of the research on personas focuses on how individuals navigate and present themselves in various social contexts (Yurtsever, 2020) Understanding these connections with the social environment is crucial for comprehending persona development.
(2015) suggested that understanding personas means understanding the possibility to
Individuals may adopt new social identities or distance themselves from existing ones in response to evolving circumstances and contexts Barbour, Marshall, and Moore (2014) emphasize that studying personas requires a thorough examination of how individuals personalize and negotiate their self-presentation.
2.1.2 Teacher personas and teacher personas of EFL teachers
Schools and classrooms are inherently social environments that shape teachers' identities (Urdan & Schoenfelder, 2006) This social context allows educators to experience diverse socialization, contributing to the development of their teacher personas (Lortie, 1975; Flores & Day, 2006) As Broady (2015) emphasizes, these personas are formed through social experiences and represent one of many identities individuals may choose to present for specific objectives, highlighting that "Teaching is a performing art" (Armatthat & Jaturapitakkul, 2020) Consequently, extensive research has focused on how teachers project their personas to students and colleagues (Armatthat & Jaturapitakkul, 2020; Cavana, 2020; Davis, 2012).
Cavana (2020) argues that traditional definitions of teacher personas often focus on classroom management, whereas EFL teachers’ personas are more intertwined with their identities, shaped by diverse experiences and beliefs (Cabezas, 2020) This aligns with Pearlman’s (1986) view that personas can become integral to one's identity Furthermore, Cavana supports Halvorsen’s (2014) findings on novice teachers' identity development during teacher education, which highlights three key aspects of identity building: sense-making through sociocultural contexts, individual identity in context, and the formation of personas Additionally, Davis (2012) references other studies that explore the intersection of these two concepts.
“personas” and “identity” in literature To be more specific, Gee (2000) believed that identity is related to how one wishes to be perceived when being put in a social
7 context As a result, in this sense of the term, the conceptualization of “identity” is aligned with persona’s definitions raised in literature
Armatthat and Jaturapitakkul (2020) explored the concept of teacher personas among Thai EFL teachers, emphasizing that individuals adapt to their environment, as noted by Blumer (1969) They highlighted that teachers often assume an “on stage role” in the classroom; however, their research focused solely on EFL learners' perceptions, neglecting the teachers' viewpoints Similarly, Waldeck, Johnson, and LaBelle (2020) proposed identifying teacher personas through reflective questions aimed at how teachers wish to be viewed by students and colleagues, yet they did not address teachers' own perceptions or the relationship between teacher personas and teacher identity.
The impacts of teacher personas on EFL learners and EFL teachers
2.2.1.1 Cultivating a learning environment for EFL learners
Learning environments, encompassing both physical and social dimensions, play a crucial role in the development of English as a Foreign Language (EFL) learners According to research by Wu, Tennyson, and Hsia (2010), these environments can be effectively managed by teachers to enhance language acquisition As highlighted by Nugroho, Zamzami, and Ukhrowiyah (2020), the quality of learning environments significantly impacts EFL learners' ability to acquire the language.
Numerous studies have explored the impact of teacher personas on learning environments in online contexts (Baran & Correia, 2014; Coppola, Hiltz & Rotter, 2002; Barbour & Marshall, 2012), but the effect of these personas on creating positive learning environments for EFL learners in face-to-face settings remains largely under-researched Furthermore, there is a scarcity of studies that directly address this topic.
Research indicates that teacher personas play a crucial role in creating and nurturing friendly learning environments for students (Barbour & Marshall, 2012) Additionally, studies suggest a significant relationship between teacher personas and the development of learner-friendly settings (Dede, 1995).
Creating a supportive learning environment through encouragement and emotional support is essential for both student motivation and teacher development (González-Calvo & Arias-Carballal, 2017) Furthermore, the relationship between teacher personas and identity suggests that fostering an effective learning environment can significantly influence teachers' professional identities (Azadbakht, 2021).
Teacher personas are essential for fostering a student-centered learning environment, as they encourage active student participation (Daha & Imran, 2020) An effective learning environment directly impacts students' engagement in the classroom (Cayubit, 2022) Teachers who successfully develop their teacher personas can significantly enhance student involvement in classroom activities (Daha & Imran, 2020).
A survey conducted by Armatthat and Jaturapitakkul (2020) involving 304 Thai students from a public secondary school in Bangkok explored their preferences for English as a Foreign Language (EFL) teacher personas The study identified five key categories that students value in EFL teachers: classroom management, evaluation methods, student-teacher relationships, teacher performance, and teacher personality Notably, the findings revealed that a positive learning environment is significantly influenced by the student-teacher relationship and the teacher's personality, highlighting the importance of teacher personas in enhancing educational experiences.
Creating supportive classroom environments is essential for addressing the diverse developmental, emotional, and educational needs of EFL learners According to Ajmal, Komal, and Kauser (2022), teachers with effective and influential personas can foster and sustain a comfortable learning atmosphere, encouraging students to engage more deeply in their learning journey.
2.2.1.2 Constructing positive student-teacher relationships for EFL learners
Student-teacher relationships - that are constructed based on both parties’ beliefs, values, and skills - are influential to students’ learning outcome and experiences (Fredriksen & Rhodes, 2004)
Daha and Imran (2020) highlighted the role of teacher personas in shaping student-teacher relationships, while Armatthat and Jaturapitakkul's (2020) study of 304 Thai high school students revealed that the ability to foster healthy relationships ranked third among five key aspects of effective teacher personas Their findings underscore the significance of cultivating positive student-teacher relationships through the use of teacher personas.
Positive student-teacher relationships significantly enhance EFL learners' autonomy, a crucial aspect of language learning that involves conscious and reflective decision-making (Reeve, 2016; Alrabai, 2017) According to Oxford (2003), autonomy is fostered through a sociocultural perspective, emphasizing that interactions with more capable individuals within a specific context are essential for developing autonomy In educational settings, it is evident that strong student-teacher relationships contribute to the construction of learner autonomy, as schools serve as vital social environments for this process (Elizondo & Garita, 2013; Urdan & Schoenfelder, 2006).
Labaree (2000) emphasized that beginner teachers must cultivate a teacher persona to foster sustainable relationships with their students This essential development is crucial for new educators as they embark on their teaching careers Additionally, Vélez-Rendón (2006) supports this notion, highlighting the importance of these relationships in the educational process.
A narrative study involving a 22-year-old female preservice second-language teacher highlighted that a key aspect of her teacher persona is the development of caring and healthy student-teacher relationships Additionally, insights from Pennington and Richards’ (2016) case study revealed that the teacher persona can foster inspiring and motivating connections with students This suggests that cultivating a strong teacher persona is essential for transforming student-teacher relationships into motivating, sustainable, and healthy dynamics.
2.2.2 The impacts of teacher personas on EFL teachers’ confidence and self-efficacy
Research indicates a significant connection between teacher personas, confidence, and self-efficacy (Torres, 2020) The transition from pre-service to professional EFL teachers can be challenging, with many facing difficulties in developing authentic teacher personas (Amin & Rahimi, 2018; Brinton & Holten, 1989) Despite these challenges, pre-service teachers often gain confidence in their new roles after navigating these struggles (Wall, 2016) Arifin (2017) emphasizes that confidence is essential for teachers to earn respect and foster positive perceptions among students, which in turn enhances student engagement in learning activities Supporting this notion, Irby et al (2013) highlight that constructing teacher personas that reflect both scholarly and personal identities can lead to increased comfort in authority and improved confidence in student interactions.
Teachers with confidence are teachers with high efficacy (Eslami & Fatahi,
Self-efficacy refers to individual teachers' confidence in their ability to effectively plan and implement activities necessary for achieving educational goals (Skaalvik & Skaalvik, 2010) According to Mehmood (2019), this characteristic enhances teachers' flexibility in addressing classroom challenges and their willingness to embrace new teaching methods.
Teachers who possess self-efficacy are better equipped to handle challenging situations, demonstrating resilience in the face of unmotivated students and setbacks This trait positively impacts their performance, leading to more effective teaching Self-efficacious educators are determined and persistent in reaching their goals, which is crucial in the field of pedagogy Furthermore, these teachers are more inclined to implement student-centered teaching methods, enhancing the learning experience for their students (Mehmood, 2019).
Self-efficacy is a dynamic concept that fluctuates across different contexts, closely linked to the evolving personas shaped by social interactions Research indicates a significant connection between teacher personas and self-efficacy, particularly for English as a Foreign Language (EFL) teachers, where these personas play a crucial role in enhancing self-efficacy.
Contributing factors to the development of teacher personas
This section explores the theoretical factors contributing to the development of teacher personas, drawing from Davis's (2012) narrative study of three pre-service teachers during their teaching practicum Key factors include their experiences as EFL students, insights gained during the practicum, interactions with their teacher training program, relationships with cooperating teachers, and personal reflections.
It has been proposed in literature that prior experiences as students can affect ones’ teacher personas (Davis, 20212; Ng, et al., 2010; Wall, 2016) The findings of
Davis (2012) found that participants' prior classroom experiences with various teaching figures significantly influenced their expectations of teacher behavior Wall (2016) echoed this by stating that preservice teachers come to teacher education with extensive classroom experience, shaping their teaching preconceptions (p 364) These experiences form the basis of "teaching beliefs," which affect how preservice teachers view teaching and their understanding of appropriate teacher conduct (Knowles & Holt-Reynolds, 1991, as cited by Wall, 2016; Ng et al., 2010; Rendón, 2006) A teacher's actions can be guided by these beliefs, developed through their educational history (McDonough, 2002) As ELT-majored students engage more in teaching, they will cultivate their teacher identities and gain insights into their roles as EFL educators (Pennington & Richards, 2016).
2.3.2 Experience with teacher-training programs
Before participating in teaching practicums, ELT-majored students undergo teacher training programs that enhance their knowledge and pedagogical skills These programs involve engaging with course content, which helps build their confidence and shapes their identity as future educators.
Experiences in teacher training programs, alongside prior encounters with basic education systems, significantly shape pre-service teachers' beliefs about teaching and their self-identification as educators (Lortie, 1975; McCann & Johannessen, 2004).
In Davis’ (2012) study, all three pre-service teachers acknowledged that their identities as educators were shaped by their experiences in the teacher training program The research highlighted that their previous roles as student teachers influenced their views on lesson planning, student-teacher interactions, and classroom management, ultimately helping them to develop their unique teacher personas Furthermore, the pre-service teachers referenced their prior field experiences and methods courses as significant factors in this process.
Participants in the study developed their teaching philosophies and strategies based on their experiences in 13 content pedagogy courses, which significantly influenced their actions in the classroom These philosophies either aligned with or challenged the principles taught in their teacher education program (Davis, 2012, p 7).
2.3.3 Relationships with their cooperating teacher
Numerous studies highlight the vital role of mentorship in shaping the experiences of pre-service teachers during their teaching practicum and ongoing professional development (Oktay, Jacobson & Fisher, 2013; Pungur, 2007; Yunus, et al., 2010) Sunde and Ulvik (2014) noted that beginning teachers often struggle to define their teaching identities Given the isolating nature of the teaching profession, mentorship provides essential support, enabling novice educators to enhance their teaching practices Furthermore, mentorship assists pre-service teachers in reevaluating their idealistic beliefs about teaching while guiding them in the development of their authentic teaching personas.
In Davis' (2012) study, three pre-service teachers collaborated with cooperating teachers, attending weekly meetings for reflection and consultation During these sessions, pre-service teachers shared their concerns, while cooperating teachers provided mentorship through advice and recommendations This dynamic relationship was crucial for the development of the pre-service teachers' teaching personas, as they learned to regulate their actions under the guidance of their cooperating teachers.
2.3.4 Experience during the teaching practicum
Teaching practicums offer pre-service teachers valuable, hands-on experiences that bridge the gap between theoretical methodologies and real-world teaching practices However, a significant challenge they face is the development of authentic teacher personas in these settings Research indicates that when placed in new teaching environments, pre-service teachers often struggle to establish their genuine teaching identities.
A case study by McCann and Johannessen (2014) involving in-depth interviews with eleven novice high school teachers revealed several challenges faced by beginning educators These challenges include stressful teaching experiences, difficulties in adapting new teaching strategies, and the struggle to develop their own teacher identities.
Davis (2012) found that pre-service teachers gradually assume teaching roles as they gain observational experience, which boosts their confidence Reflections from participants at the end of their practicum indicated that interactions with students while addressing academic needs helped them develop a clear understanding of their teacher identities These identities were shaped not only through in-class interactions but also by the standards they needed to meet in their classroom context and their behaviors outside of class.
EFL teachers often undergo significant changes in their teaching beliefs during their practicum, as these beliefs are largely shaped by observational experiences and tend to be idealistic As pre-service teachers enter authentic pedagogical environments, they encounter realities that challenge and transform their initial beliefs An in-depth study by Yuan and Lee (2014) on three Chinese pre-service EFL teachers in a Beijing high school revealed that their pre-existing beliefs, influenced by their experiences as EFL learners, were often contradicted by their new roles as teachers Through interviews, classroom observations, and weekly journals, the data indicated a common pattern among the participants: as they engaged more deeply in the teaching process and adapted to the school environment, their teaching beliefs evolved and became more nuanced.
In Johnson and Golombek's (2013) narrative study, two teachers reflected on their experiences in a 15-week MA TESL practicum through their blogs One teacher initially faced disappointment when her overconfidence clashed with the realities of the school environment, which did not align with her teaching beliefs and envisioned persona However, with guidance from her educators, she was able to adjust her expectations and engage in self-regulation throughout the practicum By the end of the course, she developed a deeper reflective thinking process and successfully constructed a more robust teacher persona.
Reflective practices, encompassing reflective practice, action, and inquiry, are crucial for the professional development of both novice and experienced teachers These practices are particularly prevalent during field-based activities like teaching practicums, where pre-service teachers engage in self-reflection to identify their strengths and weaknesses By implementing reflective strategies, teachers can address classroom challenges and make beneficial adjustments to their teaching methods Furthermore, it is essential for pre-service teachers to develop their own teaching identities through these reflective processes.
Reflecting critically on past educational experiences and beliefs about teaching is essential for beginner teachers to develop their unique teaching personas (Irby et al., 2013) This reflection process helps them align their skills, personalities, and interests with their teaching approach By connecting personal educational experiences to their teaching practices, educators are encouraged to thoughtfully consider their teacher personas, ultimately enhancing their effectiveness in the classroom (Dunbar & Baker, 2014).
METHODOLOGY
Research design
A mixed-method design was adopted as research approach in this study to obtain data for the sake of answering the research questions
Mixed-method research combines qualitative and quantitative approaches to yield richer and more detailed findings (Johnson, Onwuegbuzie & Turner, 2007; Pardede, 2019) This design is particularly beneficial for studying complex entities like teacher personas, as it allows for a deeper understanding of senior ELT-majored students By integrating both data types, researchers can gain insights that surpass those obtained from purely qualitative or quantitative studies (McKim, 2017) In this research, quantitative data focused on students' perceptions of teacher personas, including their conceptualization, awareness of impacts, influencing factors, and development during teaching practice Meanwhile, qualitative data aimed to further explore the evolution of these teacher personas throughout their teaching experiences.
Subjects
This study involved 50 voluntary senior ELT-majored students from Hue University of Foreign Language and International Studies (HUFLIS) University experiences are crucial for pre-service teachers to develop their authentic teaching identities (Mosquera-Pérez & Losada-Rivas, 2020) At HUFLIS, in addition to theoretical methodology courses, pre-service EFL teachers participate in the Teaching Practicum course (Methodology 6A).
The 19 program offers pre-service EFL teachers an immersive pedagogical experience by incorporating micro-teaching sessions, classroom observations, and reflective writing Over a 15-week course in their penultimate semester of teacher training, participants revisit key concepts from prior methodology courses, including classroom management and material adaptation They engage in teaching practices, conduct micro-teaching sessions, and write teaching journals while providing feedback on their peers' performances.
In order to ensure confidentiality for the participants, the questionnaire was completed under pseudonyms were used to code the students completing the questionnaire and being interviewed.
Instruments
This research utilized a mixed-method design, incorporating both questionnaires and interviews to examine the perceptions of senior English Language Teaching (ELT) students regarding teacher personas It aimed to investigate the development of these personas during teaching practices and to identify any changes over time.
This study utilized a questionnaire as a quantitative research method, highlighting its numerous advantages According to O’Leary (2014), questionnaires enable researchers to efficiently gather responses from a vast number of participants, thereby representing a broader population They facilitate data comparison, generate standardized and quantifiable empirical data, and even allow for qualitative insights through open-ended questions Additionally, questionnaires ensure participant privacy by allowing anonymous completion.
The questionnaire was designed using insights from Davis (2012), who explored the development of teacher personas during teaching practicums, alongside Cavana's (2020) assertion that a language teacher's persona is intricately linked to their self-identification as a language teacher.
In 2020, research indicated that teacher personas can enhance a teacher's confidence and self-efficacy, addressing two key research questions The study utilized a questionnaire divided into three sections: the first part gathered participants' personal information, including gender and year of study, while the second part focused on additional relevant data.
The study examined the perceptions of 20 senior English Language Teaching (ELT) majors regarding teacher personas, utilizing 47 Likert scale questions organized into three clusters These clusters focused on students' conceptualization of teacher personas, the factors influencing them, and the impacts of these personas Additionally, Part 3 included 30 Likert scale questions across three clusters, assessing how students believe their teacher personas were shaped through teaching practice, particularly through theoretical insights on ELT methodology, the teaching process, and self-reflection.
The questionnaire was crafted using simple English to minimize misunderstandings of key terms, and it includes a brief definition of teacher personas to ensure accurate responses Prior to its official distribution, the questionnaire was tested with two pre-service teachers to assess its clarity and accuracy, and their feedback was utilized for revisions.
Semi-structured interviews were employed to gather qualitative data due to their significant advantages for researchers (Cohen & Crabtree, 2006) This method facilitates the collection of reliable and comparable qualitative information, allowing participants to freely share their perspectives Additionally, researchers can delve deeper into intriguing responses, enhancing the richness of the data collected.
A semi-structured interview was conducted with six students who voluntarily participated after completing a questionnaire, utilizing a framework of five open-ended questions The interviews adhered to these questions but were flexible enough to adapt based on each participant's responses To ensure accurate reflections and qualitative insights, the questions were presented in Vietnamese Following the interviews, the participants' responses were transcribed and translated into English for the current study.
To ensure confidentiality, interviewees were referred to by pseudonyms during the research The interviews were conducted via Google Meet, providing flexibility and convenience for participants while allowing the interviewer to engage effectively.
21 preserve the interviews’ content via audio recording Before procee ding with interviews, all participants were informed about the act of recording in advance.
Procedure
The data collection process commenced after confirming that all senior ELT-majored students had successfully completed their 15-week Methodology 6A Teaching practicum courses Prior to official distribution, the questionnaire was tested with two senior ELT-majored students, and their feedback was utilized to refine the questionnaire.
Fifty senior students majoring in English Language Teaching at Hue University of Foreign Languages and International Studies voluntarily participated in a study by completing an online questionnaire via Google Forms.
After the questionnaire has been delivered, 6 students were invited to voluntarily participate in a semi-structured interview.
FINDINGS AND DISCUSSIONS
Senior ELT-majored students’ perceptions of teacher personas
This section presents and analyzes the descriptive statistics from the initial part of the questionnaire, focusing on senior students majoring in English Language Teaching (ELT) and their perceptions of teacher personas The objective of this segment is to explore the participants' understanding of teacher personas, their views on the influence of these personas, and the factors that affect their perceptions.
4.1.1 Senior ELT-majored students’ conceptualization of teacher personas
Table 1: Senior ELT-majored students’ conceptualization of teacher personas
1 are an integral part of the teaching process 1 5 4.00 0.96
2 are closely related to how a teacher identifies himself/herself as a teacher
3 are reflected in the way teachers interact with their students
4 are reflected in the way teachers interact with their colleagues
5 change when teachers adapt their teaching to different scenarios in the classroom environment
6 change when teachers adapt their behavior to different social interactions in the pedagogical environments
Cluster 1 analysis revealed that senior ELT-majored students exhibit a strong ability to conceptualize their teacher personas, evidenced by a mean score of 3.95 on a five-point Likert scale, significantly surpassing the average score of 3 Furthermore, the standard deviation of 0.70 indicates a consistent response pattern within this group.
Table 1 indicates a significant agreement among participants regarding the intersection of teacher personas and teacher identity (M=4.06, SD=0.84) Interviews further corroborated this finding, with Student 3 noting that while EFL teachers may adapt their behavior to meet classroom standards, it does not alter their self-identification as teachers or individuals Similarly, Student 1 emphasized a "harmonization between personal opinions and the act of teaching," asserting that they do not perceive their teacher persona as a mask.
Canva (2020) asserts that EFL teachers' personas are more closely tied to their self-identification as educators rather than merely performing "on stage roles," a notion echoed by Armatthat and Jaturapitakkul (2020) Additionally, the interviewees' insights have enriched Davis' (2012) discussion on the intersection of identities and personas in educational contexts.
Senior ELT-majored students perceive teacher personas distinctly based on their interactions with students and colleagues, highlighting the varied perspectives on teacher identities The findings indicate that participants recognize the importance of these personas in shaping educational experiences.
The study reveals that student-teacher interaction (M=4.12, SD=0.96) significantly influences teacher persona development more than teacher-teacher interaction (M=3.68, SD=0.91) Both in-classroom (M=3.94, SD=0.84) and off-classroom environments (M=3.94, SD=0.95) contribute equally to this development Interview data indicates that teachers adapt their personas based on diverse classroom experiences, emphasizing that “Each class is a different experience,” as noted by one student This adaptability suggests that the varied experiences encountered in EFL classrooms enhance the evolution of teacher personas, aligning with Broady’s (2015) assertion that a persona is shaped through a multitude of experiences.
Senior ELT-majored students at Hue University of Foreign Language and International Studies (HUFLIS) have a clear understanding of their teacher personas, contradicting Armatthat and Jaturapitakkul’s (2020) assertion that these personas are mere facades This research highlights that teacher personas are shaped by the way educators adapt to various teaching contexts and fulfill their roles in the classroom Unlike previous studies that focused on EFL learners' perceptions, this study reveals that students themselves recognize teacher personas as integral to their identity as educators Additionally, the findings indicate that these personas are constructed through interactions within pedagogical settings, aligning with empirical studies on the influence of social environments on persona development.
1996) In addition, the responses from the interviews have also shown positive perceptions from the interviewees, as their reflections have further supported
Cavana (2020) emphasizes that teacher personas are fundamentally tied to one’s self-identity as an educator, rather than merely being about classroom management techniques Notably, Students 1, 3, and 4 express that their teacher personas reflect a deeper understanding, stating, “It is more than just a façade; it is how I truly view myself as an EFL teacher.”
4.1.2 Senior ELT-majored students’ perceptions of factors affecting teacher personas
Table 2: Senior ELT-majored students’ perceptions of factors affecting teacher personas
Factors affecting the participants teacher personas
Theoretical insight of ELT Methodology 1 5 3.88 0.62
Teaching practice in ELT methodology course 1 5 3.88 0.68
Former experience as EFL learners 2 5 3.98 0.70
It can be observed from the descriptive statistics that being similar to Cluster
The mean score for this cluster was notably high at M=3.95, exceeding the average scale of 3 on a five-point scale, indicating that participants had a strong understanding of the factors influencing their teacher personas Additionally, the low standard deviation of SD=0.61 suggests greater consensus among participants in this cluster compared to the first cluster, which focused on how senior ELT-majored students conceptualized teacher personas.
4.1.2.1 Theoretical insight of ELT Methodology
The descriptive statistics reveal that senior ELT-majored students have a high mean score (M=3.88) regarding their perception of the impact of theoretical input in ELT Methodology on teacher personas, significantly above the average scale of 3 on a five-point scale Additionally, the low standard deviation (SD=0.62) indicates a consensus among the students' responses For a detailed discussion, the students' feedback on each item related to the theoretical methodology's influences is summarized in Table 3.
Table 3: Perceived effects of theoretical insight of ELT Methodology on teacher personas
Statements Theoretical insight of ELT Methodology has helped senior ELT-majored students…
1 shape the foundation of their teacher personas 1 5 3.80 0.80
2 affirm their role as EFL teachers 2 5 3.90 0.83
3 adopt and craft effective teaching strategies 2 5 3.86 0.78
4 adjust their actions when teaching 1 5 4.02 0.89
5 form their own unique thoughts and perspectives of their teaching environment 2 5 3.82 0.84
The findings indicate that participants found theoretical inputs of ELT Methodology significantly enhanced their self-awareness in teaching (M=4.02; SD=0.89) Additionally, this theoretical knowledge reinforced their new roles as EFL educators (M=3.90; SD=0.83) and inspired them to develop and implement effective teaching strategies (M=3.86; SD=0.70) Overall, the theory of ELT Methodology plays a crucial role in shaping educators' practices.
27 shaped foundation for senior ELT-majored students’ teacher personas (M=3.80; SD=0.80) and encouraged them to perceive critically of their teaching environment (M=3.82; SD=0.84)
Statement 4 investigates how theoretical input can help senior ELT-majored students regulate their actions while teaching This is a statement that has the highest mean score at M=4.02 in the sub-cluster, yet it is also the statement that has the highest standard deviation at SD=0.89 The mean score has indicated that there was a high rate of agreement among participants and aligned with Davis’s (2012) narrative study about teacher personas, where pre-service teachers’ actions while teaching were influenced through citation of methods courses, and content pedagogy courses On the other hand, the standard deviation value revealed that there was a certain level of disagreement among the participants
Statement 3 revealed that senior ELT-majored students perceive theoretical ELT Methodology knowledge as beneficial in developing practical teaching strategies, evidenced by a low standard deviation (SD=0.78) and a high mean score (M=3.86) This suggests a consensus among participants, indicating that their teacher training program effectively equips them with applicable strategies, aligning with Davis's (2012) findings.
Theoretical insights on ELT methodology significantly enhance participants' new roles as EFL teachers, evidenced by a high agreement rate (M=3.90) This finding is particularly supported by senior ELT-majored students, reinforcing Wall's assertions on the importance of theoretical knowledge in effective language teaching.
(2016) research about how pre-service teachers can become more confident with their new teaching roles after developing authentic teacher personas
4.1.2.2 Teaching practice in ELT methodology course
Table 2 reveals that the mean score for this sub-cluster was significantly higher (M=3.88) than the average score of 3 on a five-point scale, indicating that senior students majoring in English Language Teaching (ELT) demonstrated a positive trend in their responses.
CONCLUSION
Key findings
A study involving 50 senior ELT-majored students revealed that they possess a strong understanding of teacher personas, with an average rating of 3.95 (SD=0.70) The participants recognized the importance of teacher personas in the teaching process, scoring an average of 4.00 (SD=0.96), and acknowledged the connection between teacher personas and their self-identity as educators, with a score of 4.06 (SD=0.84) Additionally, their feedback indicated that teacher personas can be shaped through both classroom and off-classroom interactions, although they believe that student-teacher interactions play a crucial role in their development, reflected in a score of 4.12 (SD=0.96).
Participants recognized various factors influencing their teacher personas, including theoretical knowledge of English Language Teaching (ELT) methodology, social and academic interactions, prior English as a Foreign Language (EFL) learning experiences, and teaching practices from ELT courses Theoretical knowledge significantly impacted their teaching actions (M=4.02, SD=0.89) and fostered critical reflection on their idealistic beliefs (M=3.94, SD=0.79) Previous EFL learning experiences shaped their understanding of classroom management (M=4.06, SD=0.81), while prior teaching practices equipped them to address students' individual differences (M=4.02, SD=0.89) Collectively, these experiences contributed substantially to the development of their teacher personas, with the most notable impact on their capabilities as EFL teachers (M=4.00, SD=0.62).
The development of teacher personas among senior English Language Teaching (ELT) majors is most effectively achieved through self-reflection, as indicated by participants' experiences, with a mean score of 4.17 and a standard deviation of 0.50.
In particular, executing acts of self-reflections through receiving lecturers’ and peers’
58 feedbacks, and after each teaching practice session However, the statistics also suggest that senior ELT-majored students also prefer lecturers’ feedback more than their peers’
Qualitative data from interviewees indicates that teacher personas are closely linked to teacher identity, enhancing their confidence and self-efficacy as EFL teachers Additionally, the interviewees identified reflective practices during teaching as the most significant factor contributing to the development of their teacher personas.
Implications
This research indicates that senior ELT-majored students at Hue University of Foreign Language and International Studies have a positive perception of teacher personas Furthermore, teacher personas can be enhanced through active teaching practices, with reflective acts playing a crucial role in their development The findings offer valuable implications for future studies, as well as for lecturers, pre-service teacher training, and ELT-majored students.
Conventional EFL teacher training programs blend theoretical ELT methodology with practical teaching experiences; however, teacher personas are complex entities that do not neatly fit into these categories (Davis, 2012) Therefore, it is essential for lecturers and pre-service teaching programs to consider reflective practices that focus on the teacher personas of ELT-majored students Additionally, the exploration of teacher personas should be prioritized by both lecturers and ELT-majored students Specifically, teacher training programs should incorporate reflective activities that examine how ELT-majored students perceive their teacher personas, while lecturers should integrate the concept of teacher personas and their connection to teacher identity into their instruction.
Another point worth mentioning is the study ’s results have proposed positive impacts of teacher personas on senior ELT-majored students, especially on their
The transition from teacher training programs to professional teaching can be challenging for EFL teachers (Tynjọlọ & Heikkinen, 2011) Developing a strong teacher persona is crucial for their professional growth and can help mitigate negative experiences in their careers Therefore, alongside acquiring theoretical knowledge in ELT methodologies and engaging in practical teaching, ELT-majored students should focus on understanding and developing their teacher personas Additionally, lecturers can play a vital role as consultants in this process, as presenting a well-defined teacher persona is an invaluable asset for the career advancement of ELT students.
Limitations and Further studies 59 REFERENCES
This study presents key findings and implications, yet it has limitations that future research can address With only 50 senior ELT-majored students from the University of Foreign Languages and International Studies, Hue University participating in the survey, the results may not fully capture the views of the broader student population regarding teacher personas and their development through teaching practices To enhance the objectivity and comprehensiveness of the findings, future studies should involve a larger sample size.
Despite utilizing questionnaires and interviews to gather reflections from senior ELT-majored students after their Teaching Practicum course, the data collected did not fully capture the evolution of their teacher personas To address this limitation, future research should incorporate written journals or reflections as supplementary data collection tools, allowing for a more comprehensive examination of the development of teacher personas over the course of an academic year.
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Senior ELT-majored students’ perception of teacher personas and their development through teaching practice
This study explores the perceptions of senior English Language Teaching (ELT) students regarding teacher personas and their development through teaching practice, particularly following the completion of Methodology 6A Teacher personas refer to the behaviors and performances exhibited by educators in the classroom (Armatthat & Jaturapitakkul, 2020).
SECTION 1: Senior ELT-majored students’ perceptions of teacher personas
This part aims to investigate senior ELT-majored students’ perceptions of teacher personas, which includes their conceptualization and their perception towards teacher personas' impactss and factors that affect them
For each of the following statements, rate your agreement by picking your choice conventionally:
1 are an integral part of the teaching process 1 2 3 4 5
2 are closely related to how a teacher identifies himself/herself as a teacher
3 are reflected in the way teachers interact with their students
4 are reflected in the way teachers interact with their colleagues
5 changed when teachers adapt their teaching to different scenarios in the classroom environment
6 changed when teachers adapt their behavior to different social interactions in the pedagogical environments
Theoretical insight of ELT Methodology has helped senior ELT-majored students
1 shape the foundation of their teacher personas 1 2 3 4 5
2 affirm their role as EFL teachers 1 2 3 4 5
3 adopt and craft effective teaching strategies 1 2 3 4 5
4 regulate their actions when teaching 1 2 3 4 5
5 form their own unique thoughts and perspectives of their teaching environment
Teaching practice in ELT Methodology courses helps shape senior ELT- majored students' teacher personas as they
1 deal with unexpected classroom problems 1 2 3 4 5
2 teach students of individual differences (levels, hobbies, attitudes, )
3 teach in non-idealistic teaching conditions
(materials, facilities and students’ level)
5 reflect on incidents in their teaching 1 2 3 4 5
6 observe their students' learning behavior 1 2 3 4 5
7 be critical towards their idealistic beliefs in teaching
8 broaden their perception about EFL teaching after doing a number of observational experiences
Former experience as EFL learners helps shape their teacher personas because ELT-majored students may think up basic ideas about
1 how an EFL teacher should behave in an EFL class
2 how a EFL teacher should manage an EFL class 1 2 3 4 5
3 how learning activities should be conducted in an
Social interaction helps senior ELT-majored students construct their teacher personas when they
1 interact with their peers in social situations at university
2 interact with their lecturers in social situations at university
Academic interaction help senior ELT-majored students construct their teacher personas when they
1 are introduced to different beliefs about language teaching from their peers
2 are introduced to different beliefs about language teaching from their peers
With teacher personas, pre-service teachers can
1 become confident when embracing their new roles as teachers
2 be willing to adopt new teaching techniques that are beneficial to their teaching
3 be willing to adopt new teaching technologies that are beneficial to their teaching
4 be motivated to prove their teaching competence 1 2 3 4 5
5 be motivated to achieve further goals in their career development
With teacher personas, senior ELT-majored students may
1 set up more realistic expectations about their teaching performance
2 be ready to deal with unexpected classroom situations
3 be more supportive to unmotivated students 1 2 3 4 5
4 be motivated to prove their teaching competence 1 2 3 4 5
5 be motivated to achieve further goals in their career development
With teacher personas, senior ELT-majored students may
1 set up more realistic expectations about their teaching performance
2 be ready to deal with unexpected classroom situations
3 be more supportive to unmotivated students 1 2 3 4 5
4 have reasonable expectations about classroom environment
5 have reasonable expectations about and teaching conditions
With teacher personas, senior ELT-majored students can
1 be considerate over their students’ academic needs
2 be willing to adopt the student-centered approach in teaching
3 be aware of constructing a learner-friendly learning environment
4 select tasks that are appropriate to their students' level
5 select tasks that are interesting and practical for their students
6 be considerate over their students’ learning interests
7 be considerate over their students’ learning capability
With teacher personas, senior ELT-majored students can
1 interact with students more closely 1 2 3 4 5
2 stimulate open discussions between teachers and students in classrooms
3 encourage students to self-study 1 2 3 4 5
SECTION 2: Teaching practice and the development of teacher personas
This section explores the development of teacher personas among senior students majoring in English Language Teaching (ELT) through their teaching practice, which encompasses theoretical insights on ELT methodology, the teaching process, and self-reflection activities.
For each of the following statements, rate your agreement by picking your choice conventionally:
Upon doing teaching practice, my teacher personas were developed as I recalled theoretical input from previous ELT Methodology courses about
1 principles of different teaching approaches 1 2 3 4 5
3 methods and techniques of teaching language focuses and language skills
4 qualities of an EFL teacher 1 2 3 4 5
5 a teacher’s roles in an EFL classroom 1 2 3 4 5
8 technology integration in EFL teaching 1 2 3 4 5
1 After doing teaching practice, I believed that my teaching should be more learner-centered
2 While adopting students-centered teaching approaches, I also self-regulated my own teacher personas to become more appropriate to the classroom’s reality and condition
After my teaching practice, I believe that I need to select activities that
1 are interesting and practical to my students' academic needs
2 are appropriate to my students' language level 1 2 3 4 5
3 suitable for my teaching conditions such as materials, facilities and classroom sizes
4 reflect my perceptions of good EFL learning activities
After my teaching practice, I believe that I should
1 are interesting and practical to my students' academic needs
2 are appropriate to my students' language level 1 2 3 4 5
3 suitable for my teaching conditions such as materials, facilities and classroom sizes
4 reflect my perceptions of good EFL learning activities
After my teaching practice, I believe that I should
1 interact more closely with my students 1 2 3 4 5
2 make the learning environment more supportive 1 2 3 4 5
3 encourage my students to be more actively engaged in EFL lessons
4 be more tolerant of my students' mistakes 1 2 3 4 5
5 be more ready to deal with unexpected situations in my EFL classrooms
After my teaching practice, I believe that I should
1 be fully aware of the curriculum and syllabus when planning my teaching
2 decide on the topics that are interesting to my students
3 select materials that are appropriate to my teaching conditions
1 I realized flaws in my teaching when observing my peers' teaching
2 When giving feedback on my peers’ teaching, I identified myself as an EFL teacher
3 While writing feedback on my peers' teaching, I made reflections towards my own teaching
My idealistic teacher persona was reshaped to be more realistic after receiving my peers’ feedback on
5 my use of learning and teaching materials 1 2 3 4 5
My idealistic teacher persona was reshaped to be more realistic after receiving my lecturer’s feedback on
5 my use of learning and teaching materials 1 2 3 4 5
1 I thought about what I could have done better 1 2 3 4 5
2 I redefined my image of a good EFL teacher 1 2 3 4 5
3 I redefined my expectation of a good EFL lesson 1 2 3 4 5
1 How would you define yourself as an EFL teacher?
2 What would you describe as a successful EFL lesson?
You have reached the end of the questionnaire Thank you for your time We really appreciate your ideas and opinions.