04051001972 A narrative inquiry into the constructionof English language teacher's identity during the covid-19 era = Nghiên cứu trần thuật về sự kiến tạo nhân dạng của giáo viên dạy tiếng Anh trong bối cảnh dịch bệnh COVID-19
INTRODUCTION
The justification of the problem
The COVID-19 pandemic made its initial appearance in late December
2019, causing extensive havoc across various critical sectors globally, including the field of education According to the United Nations International Children's Emergency Fund (UNICEF), approximately 21.2 million children within the nation have been directly affected (UNICEF, 2020) Moreover, the global count of impacted learners has surged to over 800 million (UNESCO, 2021) Within the context of Vietnam, the first notable response from the Ministry of Education and Training (MOET) in February 2020 was the allowance for COVID-19- affected provinces to make localized decisions regarding school closures, prioritizing the safety of citizens This led to an immediate adaptation by educators, who had to swiftly transition to synchronous and asynchronous virtual teaching in response to the evolving needs of students and families across all educational sectors, encompassing both public and private institutions The resilience and dedication displayed by teachers of all grade levels and subject areas in facing this unprecedented challenge was truly commendable This prompted my curiosity about the potential impact on teacher identity, for several compelling reasons:
First and foremost, COVID-19 triggered a significant transformation in the educational landscape, compelling teachers to embrace new teaching modalities, such as remote or hybrid learning (Ulla & Perales, 2022) Many educators encountered various challenges while conducting online and distance learning courses (UNICEF, 2020), given their limited training for remote interactions and classroom management issues Consequently, these challenges might influence how teachers perceive and navigate their roles, responsibilities, and professional identities in the face of these extraordinary circumstances, thereby highlighting the changing nature of teacher identity This forms the primary motivation for my research on teacher identity
Furthermore, the pandemic imposed substantial stress and emotional burdens on teachers (Burić, Slišković & Penezić, 2019) as they grappled with the demands of remote teaching, concerns for their own health, and the well-being of their students Consequently, the mental health of teachers has been challenged by the context of COVID-19 (Ozamiz-Etxebarria et al., 2021), potentially affecting their mood when entering the virtual classroom, which, in turn, could gradually impact their performance and that of their students Therefore, understanding the construction of teacher identity becomes indispensable in elucidating the intricate relationship between these elements
The professional teacher identity concept has been overlooked by researchers, particularly in Vietnam's COVID-19 context, highlighting the need for comprehensive attention Understanding this phenomenon is crucial, not only for the present but also for future educator growth, enabling them to adapt to forthcoming educational landscape changes.
Aims and research questions
This study aims at identifying factors that influence Vietnamese EFL teachers’ professional identity during the pandemic It also aims at finding out how their personal and professional identities might be interrelated to each other
The general research questions directing this study are:
(1) What do the participants narrate about the factors contributing to teachers’ professional identity during the pandemic?
(2) What is the interrelation between the teacher’s personal and professional identities in the context of teaching online during the pandemic as revealed from the narratives?
Scope of the study
This study is conducted with the participation of English teachers with more than one year of online teaching experience to investigate factors that affect the
3 teacher’s professional identity construction during the pandemic Therefore, teachers who solely teach in physical classrooms would be beyond the scope.
The significance of the study
The writer hopes that this study may provide insights of both theoretical and practical significance In terms of theory, the study contributes to the general theory of teacher’s identity conceptualization to help teachers be aware of themselves Besides, it is, practically, to understand the factors that shape a teacher's identity in the emergency of the pandemic and to delve into the interrelation between personal and social influences on teachers’ professional identity
Additionally, it is essential to highlight that the data collection instrument will exclusively rely on interviews as the primary method, as other instruments for collecting narratives are not supported by the participants Furthermore, the study's results, derived from only two teachers at an English center, may lack generalizability to a broader context.
Organisation of the thesis
This thesis is presented in five major chapters Specifically, Chapter 1 is the introduction Chapter 2 is the literature review which provides a thorough overview of previous research and studies on related themes Chapter 3 discusses the research methodology and gives a detailed description of data collection procedures and stages of data analysis Chapter 4 provides findings and discussions whereas Chapter 5 presents the final conclusions and implications.
LITERATURE REVIEW
Definitions of key terms
Before delving into the examination of various significant elements of teacher identity construction, it is imperative to clarify, define, and differentiate essential terminology employed in this thesis These definitions have been referenced from Rodrigues and Mogarro (2019) in their article which is a review of research contributions
Teacher's Identities vs Teacher Identities: Within this thesis, these terms carry separate definitions and applications The latter specifically pertains to the professional and role-based identities found in the teaching field, which hold importance in discussions (such as instructor, manager, facilitator) Conversely, the former encompasses a broader range of identities expressed by a teacher during discourse These identities may relate to the profession itself or extend to personal, gender-related, or other societal identities, such as being a book lover
Professional Identities: Within this thesis, professional identities are characterized as the identities individuals establish concerning their self- perception or the self-categorization they utilize to present themselves in a work- related environment These identities are connected to the understanding of what it means to be a teacher and the expectations linked to the role
Personal Identities: These encompass self-defined categories or personal traits that contribute to an individual's distinct self-awareness, distinguishing them from others For example, traits like humor, intelligence, or athleticism
Teacher's Beliefs: These are seen as personal constructs encompassing a teacher's range of viewpoints, emotions, and attitudes regarding various aspects that provide understanding, evaluations, and judgments of their teaching practices
Teacher identity construction from Sociocultural Theoretical perspective
Sociocultural Identity Theory, rooted in Vygotsky's work and influenced by social constructivism, provides a theoretical framework for understanding how teacher identities are formed It emphasizes that teacher identity is not a fixed entity but is dynamically constructed through social interactions, cultural contexts, and educational practices (Lantof, 2000)
In the context of the current research, applying Sociocultural Identity Theory guides the study's methodology and analysis by highlighting the importance of considering the sociocultural environment This environment includes interactions with students, colleagues, and educational communities, which significantly influence teachers' professional identities (Beauchamp & Thomas, 2009) The theory posits that teacher identity is not predetermined but is shaped through engagement with specific contexts, where teachers negotiate their roles, expectations, and values (Beauchamp & Thomas, 2009) By employing this theory, researchers can explore how teachers adapt to and navigate their professional roles within diverse educational contexts It emphasizes that teachers' identities are co-constructed through social interactions and shared practices with students and colleagues
Additionally, it underscores the role of cultural norms, values, and expectations in shaping teachers' self-perceptions and teaching practices Sociocultural Identity Theory allows researchers to investigate the processes through which teachers negotiate their professional identities while considering sociocultural influences and contextual factors It acknowledges the dynamic nature of teacher identity construction and the ongoing interactions between teachers and their social and cultural environments Analyzing teacher identity through this lens provides insights into how teachers' identities evolve through their engagement with students, colleagues, and the broader educational context
Moreover, this theory highlights the reciprocal relationship between
6 teacher identity and educational practices Teachers' identities influence their teaching approaches and interactions with students, while educational practices and sociocultural contexts also shape and inform teachers' identities (Beauchamp
& Thomas, 2009) Examining teacher identity from this perspective helps uncover the complex interplay between teachers' sense of self and their pedagogical approaches In summary, Sociocultural Identity Theory offers a valuable perspective for analyzing teacher identity construction, emphasizing the dynamic nature of identity formation through social interactions, cultural contexts, and educational practices This framework guides research by underscoring the importance of considering the sociocultural environment in understanding how teachers negotiate and develop their professional identities.
An integrated framework for understanding teacher identity
In exploring the notion of professional identity, it becomes apparent that the way we make sense of ourselves and the image of ourselves that we present to others (Day, 2011) This understanding resonates with Lasky's perspective on teacher identity, characterising it as a means by which educators define themselves internally and externally (Lasky, 2005) Sachs (2005) further emphasises that these self-definitions establish a conceptual framework guiding teachers' behaviours, actions, and interpretations of their roles Within this framework, Beauchamp and Thomas highlight the dynamic and multi- dimensional nature of these self-definitions, which constantly evolve and contribute to complex understandings of professional identity (Beauchamp & Thomas, 2009) Given the intricate nature of teachers' professional identity formation, this section proceeds to outline a comprehensive exploration framework that responds to the call for in-depth analyses of identity constitution, performance, and negotiation (Mendoza, Halualani, & Drzewiecka, 2002) The framework developed by Trent & Shroff (2012) aims to capture the multi-faceted nature of teacher identity and the processes involved in its development
Addressing the multifaceted nature of teacher identity, Varghese et al underscore the importance of examining both "identity-in-discourse" and
"identity-in-practice" (Varghese et al 2005) The concept of identity-in-practice highlights the need to view identity formation as a socially embedded process manifested through concrete actions and practices In this regard, investigating the practical aspects of identity becomes crucial to understanding its complex construction On the other hand, identity-in-discourse acknowledges the significant role of language and communication in shaping, maintaining, and negotiating identity (Varghese et al 2005)
Figure 1: An integrated framework for investigating teacher identity
Figure 1 provides a visual representation of the interplay between practice, language, and discourse in the framework adopted for this study The diagram encapsulates the dynamic relationship between these elements and their contribution to the multifaceted nature of teacher identity This framework acknowledges the simultaneous influence of practical actions and linguistic expressions in the ongoing development and negotiation of professional identity
2.3.1 The discursive construction of identity
The formation of an individual's identity is significantly shaped by language, communication, and societal discourse, as illustrated in Figure 1 Language plays a crucial role in conveying deeply ingrained cultural beliefs, attitudes, and values, thereby influencing identity formation Research has shown that language is a powerful tool for transmitting cultural practices and norms, which in turn impact an individual's sense of self (Danielewicz, 2001).
8 only mirrors but also actively molds an individual's identity Language operates as a dynamic instrument that reflects and perpetuates cultural norms, beliefs, and values, thereby playing a pivotal role in constructing and reinforcing one's sense of self (Weedon, 1997) Through active engagement in linguistic practices, individuals navigate their lives, interpret the world around them, and position themselves within their cultural and moral contexts In essence, language is not merely a means of communication but a powerful mechanism through which individuals establish their subjectivity
Furthermore, from a poststructuralist standpoint, the research of Langenhove and Harre (1999) delves into the multifaceted process of identity constitution, highlighting various modes of positioning Notably, 'first-order positioning' is a mode that employs categories and narrative frameworks to position both oneself and others within a moral space This mode's emphasis on narrative frameworks serves to underscore the integral role of language in the ongoing work of identity formation, elucidating how discourses are brought to life through linguistic expressions
In sum, this concept elucidates the intricate and mutually reinforcing relationship between language, communication, and identity Language offers a historical context for comprehending the social landscape while concurrently providing the stage where individuals actively craft and reaffirm their subjectivity As aptly characterized by Fairclough (2003), the discursive shaping of identity is likened to the 'texturing of identity,' where the commitments conveyed within texts wield substantial influence in the way people perceive and define themselves
2.3.2 The experiential construction of identity
The presented conceptual framework, as depicted in Figure 1, extends beyond the conventional notion that teacher identity is exclusively shaped through discourse Instead, it underscores the multifaceted nature of identity formation, which encompasses both discourse and lived experiences In this
9 context, Wenger's (1998) theory of identity provides a perspective that accentuates the experiential and participatory dimensions of identity construction According to Wenger (1998), identity is intrinsically entwined with actions and interactions, moving beyond discourse alone
Wenger's (1998) theory explores identity through three interconnected modes of belonging: engagement, imagination, and alignment In the domain of engagement, individuals establish collaborative efforts, collectively negotiate meanings, and invest personally in activities and interpersonal connections This participatory engagement leads to a tangible, lived understanding of one's identity (Wenger, 1998) Imagination, as described by Wenger (1998), involves creating mental representations of the world and one's role within it, extending beyond personal experiences to envision oneself in diverse contexts across time and space This imaginative aspect expands one's identity beyond immediate encounters, contributing to a more comprehensive self-concept Lastly, alignment refers to the synchronization of an individual's actions within broader structures and collective initiatives, intertwining individual identity with the identity of a larger group or community This alignment enriches the sense of self through association with a larger whole (Wenger, 1998)
Wenger's (1998) theory emphasizes that identity is not solely a product of discourse but is deeply rooted in active engagement, imaginative projection, and alignment with communal endeavors This perspective highlights the intricate process of identity formation, weaving together discourse, experiences, and collective belonging to craft a multifaceted understanding of oneself as a teacher
2.3.3 The negotiated construction of identity
In Wenger's (1998) exploration of identity formation, the process is intricately linked with the negotiation of significant meanings within a given social context The recognition of negotiation as a pivotal factor in identity formation suggests that identity is not solely a result of individuals being positioned within discourses Instead, it is a dynamic process wherein teachers
10 continually shape and reshape their identities (Marsh, 2003) This perspective underscores the role of agency, which encompasses individuals' capacity to influence the social relationships that surround them (Layder, 2005) However, this view of agency must also acknowledge its limitations As Beauchamp and Thomas (2009) argue, a teacher's identity construction is not solely an act of active creation; it can also involve the imposition of identity based on societal or cultural perceptions of educators The nuanced interplay between agency and constraint is depicted in Figure 1 through the arrow connecting discourse and agency
In essence, Wenger's (1998) exploration underscores that identity is a product of dynamic negotiation, with agency and constraint working in tandem to shape the complex interplay between the self and external influences This multifaceted understanding of identity construction provides insights into the intricate ways in which teachers navigate their professional identities within evolving educational landscapes
2.3.4 The contested construction of identity
The contested construction of identity, a concept rooted in sociological and psychological literature, underscores the intricate and often challenging process through which individuals assert and develop their sense of self amidst conflicting influences and pressures As Charles Horton Cooley noted, an individual's identity is not merely self-perceived but is significantly influenced by societal interactions and expectations This contestation of identity may arise both from external sources, including societal prejudices and discriminatory practices, and internal conflicts where an individual's values, beliefs, or cultural affiliations may clash with external demands or personal desires (Cooley, 1902) Understanding the contested construction of identity sheds light on the complex, evolving nature of identity in a diverse and dynamic world
Research in English teacher identity
2.4.1 Factors contributing to teacher identity
Beauchamp and Thomas (2009) offer an overview of the literature on teacher identity and its implications for teacher education They highlight that teacher identity is a multifaceted construct shaped by diverse factors, such as personal experiences, beliefs, and the context of teaching The study underscores the significance of self-understanding and reflective practice in the continuous development of teacher identity Building upon these insights, Kelchtermans
(2009) further explores the role of self-understanding, vulnerability, and reflection in the formation of teacher identity Kelchtermans' research reveals that teachers' personal experiences, coupled with introspective examination and the recognition of their own vulnerability, play pivotal roles in the construction of their professional identities This study underscores that effective teaching transcends
12 content delivery; it involves comprehending oneself in the role of an educator Teachers who actively engage in self-reflection and embrace their vulnerability are better positioned to adapt and evolve in their teaching roles Kelchtermans underscores the importance of acknowledging and embracing emotions and personal experiences within the teaching profession In sum, these findings highlight that self- awareness, vulnerability acceptance, and reflective practice are indispensable components of teacher identity and foster professional growth
2.4.2 Impact of COVID-19 pandemic on teacher identity
Several studies have investigated English language teacher identity construction, with a focus on the impact of the COVID-19 pandemic
The COVID-19 outbreak has necessitated a transition to online teaching, which, in turn, has challenged teachers' preconceived expectations of their roles as language educators This sudden shift has given rise to a range of diverse approaches in the study of Language Teacher Identity Ashton (2022) conducted research on the agency exhibited by four language teachers during online instruction amid the pandemic In this study, it was highlighted that teachers' exercise of agency was closely aligned with their teacher identity This finding underscored the significance of implementing teacher programs to equip educators for various teaching scenarios Furthermore, El-Soussi (2022) conducted interviews with university faculty members, revealing valuable insights into their experiences during this period of change On the same token, Ramakrishna et al (2022) directed their focus towards understanding the impact of the COVID-19 pandemic on teachers' experiences Their study aimed to provide insights into the resilience displayed by the teaching community while also exploring the intricate social and emotional factors that facilitated teachers' successful adaptation to the new educational landscape In another vein of research, Christensen et al (2022) unearthed that the abrupt transition to online teaching resulted in a loss of teacher identity due to the absence of classroom dynamics, non-verbal student feedback, and visual contact
In the context of Vietnam, limited research has been conducted on language teacher identity However, a study by Tran-Thanh et al (2023) focused on teacher professional identity within the realm of CALL (Computer-Assisted Language Learning) This qualitative research delved into the professional identities of five Vietnamese ESOL teachers, which illuminated distinct identities they crafted as learners, tech-assisted teachers, technophiles, and technophobes Notably, the interplay between the physical and conceptual worlds significantly influenced these identities The study touched upon personal beliefs, agency, existing identities, and various contextual factors Another exploration by Herbert and Vietnamese colleges (2022) unveiled a shift in self-identity among traditional lecturers, expanding into a broader educator role This transformation fostered a change in mindset towards online learning and the promotion of sustainable transformative digital pedagogies The intricate nature of professional identities was emphasized by the findings Traditional cultural teaching values emerged as prominent themes, leading teachers to either reject, embrace, or forge hybrid professional identity models Furthermore, a study by Utley and Roe
(2022) echoed the intricate nature of professional identities Similarly, traditional cultural teaching values played a significant role as teachers navigated between rejecting, embracing, or synthesizing hybrid professional identity models Among the participants, those valuing innovation found heightened satisfaction in online teaching, while those emphasizing nurturing experienced challenges Importantly, the study indicated minimal shifts in teacher values, with core values enduring even after the period of online teaching
In essence, the previous review indicates a considerable focus on teacher identity and its shifts in response to the COVID-19 pandemic, both internationally and in the context of Vietnam However, while there is an exploration of teacher identity transformations due to the transition to online teaching, a gap exists in understanding the nuanced processes that mediate these identity changes Specifically, there is a need for research that delves into the dynamic interplay of factors leading to shifts in teacher identity during the
14 transition to online teaching This includes investigating the role of individual beliefs, contextual elements, and teaching experiences in shaping and reshaping teacher identity within the context of online education Furthermore, while studies have explored the challenges and adaptations teachers face, there is potential to delve deeper into the emotional, psychological, and cognitive dimensions of teachers' identity changes in response to the pandemic-induced shifts Overall, there is an opportunity for research to provide a more comprehensive and nuanced understanding of the processes of teacher identity transformation in the context of online teaching during the COVID-19 era
The current research addresses a notable gap in the field of teacher identity studies Previous research has examined the multifaceted factors influencing teacher identity, emphasizing the roles of personal experiences, self-awareness, vulnerability recognition, and reflective practice However, the impact of the significant shift to online teaching in the context of the COVID-19 pandemic remains relatively unexplored This transition has created complex challenges and necessitates an investigation into how it affects the professional identity of educators, particularly among Vietnamese instructors
Hence, the research presented here responds to these gaps in the existing literature It aims to uncover the complexities of how the shift to online teaching influences the professional identity of Vietnamese educators, shedding light on the mechanisms of identity reconciliation By investigating this underexplored terrain, this study aims to contribute valuable insights to the evolving field of teacher identity research.
RESEARCH METHODOLOGY
Narrative research
Narrative research is a qualitative research method that focuses on understanding and interpreting human experiences through the exploration of personal stories and narratives (Clandinin & Connelly, 2000) It recognizes that individuals make sense of their lives and identities by constructing and sharing narratives The emphasis in narrative research is placed on the stories people tell, the meanings they attach to those stories, and the ways in which these stories shape their understanding of the world This approach acknowledges the subjective nature of narratives and aims to understand the meanings individuals attribute to their experiences (Riessman, 2008) It also considers the social, cultural, and historical contexts that influence the creation and interpretation of narratives, providing a broader understanding of the narratives' embeddedness (Clandinin & Connelly, 2000) Narrative research involves a collaborative process of co-construction of knowledge, where the researcher actively listens, interprets, and engages with the narratives shared by participants (Chase, 2005)
By embracing narrative research methods, researchers can gain deeper insights into the complexities of human experiences and contribute to a broader understanding of diverse perspectives and lived realities.
Sampling procedures
Here is the rewritten paragraph:Data collection was conducted at TheSun, a reputable language centre in Hanoi, Vietnam, whose name has been altered for confidentiality purposes Unlike language departments in universities, language centres like TheSun serve distinct educational objectives, playing a vital role in catering to diverse linguistic needs.
16 offering practical and on-demand language courses for the public The centre has been selected not only due to their reputation but also their English for communication courses, which are favourable for the requirements set within this research due to the highly interactive aspects of these courses According to recent research in Vietnamese education, teaching English in Vietnam is dominantly passive and teacher-centred (Hiep, 2007; Le, 2011) Additionally, teaching English is more associated with teaching grammar, reading and writing The neglect of English communication skills, in turn, encourages passiveness and unassertiveness in communication skills and especially in listening and speaking skills There are cases of Vietnamese students who have been learning English for about ten years yet are still struggling to communicate in English As a result of this situation and to meet the demands of foreign companies, students from several universities throughout Hanoi city have sought good communicative English classes outside their school curriculum to enhance their English ability
The language centres' courses are characterized by their concise duration, typically spanning three months, and are categorized into various levels, ranging from beginner to advanced These courses are often conducted in the evenings and weekends, with time slots from 18:00-22:00 and 08:30-22:00, respectively, serving as supplementary English classes Class sizes are relatively small, with a student count of 1 to 6 per class, allowing for a more personalized learning experience These distinctive features of the language centres' courses were taken into account to ensure the collection of relevant data for this study, which will be further elaborated upon in the subsequent sections detailing the sampling methodology.
In order to investigate the teachers’ identity enactment in the context of teaching English in Vietnam, it was essential to invite a specific group of teachers to take part in the research Adapting the ‘criterion sampling’ strategy (Dửrnyei, 2007) which involves selecting participants who meet some specific predetermined criteria, the teachers who were invited needed to fit specific categories of the research plan in terms of age, years of experience and the
17 programmes their classes offer More specifically, the study invited teachers aged
24 to 30 years old The reason for choosing this specific age group was that I sought to examine the classroom discourse patterns and identity construction of teachers who were presumably more exposed to current trends and creative teaching methodologies in Vietnam As these teachers were encouraged to use innovative teaching methodologies and less constrained by traditional teaching styles, the data examined how these teachers constructed their identities in the new teaching approach and the way in which other issues were raised and negotiated within the classrooms With regard to teaching experience, it was considered that teachers who have at least one year of teaching experience could have developed the ability to reflect on their lesson plans and understand how best to deploy particular methodologies in their teaching styles Thus, one year of online teaching experience was a minimum criterion for selecting teachers in this study
The last selection criterion for the participants was the type of programme that the language centres offer The selected type of language classroom in the language centre was communicative; having more than one year of teaching experience in teaching English for communication purposes, I found that the nature of communicative classrooms could accommodate the exploration of teachers’ identity formation from a sociocultural linguistic approach Differing from other English courses for adults, the communicative courses in the language centre are designed to provide extra interactive situations for students Discussions are more likely to happen between teachers and students in communicative classes Hence, when the interaction and discussion unfold in the classroom, there is a higher likelihood that classroom discourse can capture the ongoing process of teachers’ identity construction
Table 1: List of teacher participants
Age Gender Years of experience
Jack 24 Male 2 English for communication
Jose 28 Female 5 English for communication
Data collection tools
In the realm of qualitative research, interviews take center stage as a narrative-driven means of data collection This choice stems from the distinctiveness when contrasted with the more commonplace surveys or questionnaires (Phellas et al., 2011) In contrast, qualitative interviews offer a more versatile approach, aligning with the research's focus on exploring ideas and concepts rather than adhering to predefined categories (Bryman, 2004) Consequently, for the purposes of this study, qualitative interviews emerged as the ideal instrument for data collection
Delving into the three primary interview types in qualitative research– structured, unstructured, and semi-structured (Merriam and Tisdell, 2015)—a deliberate choice was made in favor of the semi-structured interview format Given that this research project initiates with a fairly defined focus rather than a broad topic, the semi-structured approach proves advantageous as it allows for a more specific exploration of key issues Furthermore, it maintains a degree of fluidity, with the interviewer not bound to strictly follow the predetermined order of questions This adaptability permits the research process to organically respond to the direction of the conversation By adopting this approach, the study aims to access a unique realm of information—the thoughts and perceptions residing within the participants' minds (Knox et al., 2009)
Since semi-structured interviews were selected to obtain data, open-ended questions were designed to obtain insights into the interviewee’s opinions and
19 experience Interview questions were carefully formulated to closely align with the research questions, drawing guidance from the conceptual framework In the first phase, drawing upon the Social Identity theory and the Integrated framework, the interview guides will address several key dimensions These include societal expectation, adaptation and resilience, and engagement within the community of practice Additionally, the guides take into account the important facets of emotions in exploring the intricacies of teacher identity (see Appendix A for an example of interview questions) The interview design allowed for the researcher to pose probing and follow-up questions, as suggested by Hutchinson and Wilson (1992) Simultaneously, it provided participants with the opportunity to elaborate on their responses and share additional comments and stories This approach also helped mitigate the risk of participants offering socially desirable answers, potentially enhancing the data's reliability, as emphasized by Patton (1990) In the phase two interviews, questions were designed to delve deeper into the coded data requiring further explanation The questions were evidence-led and designed alongside the data transcription The questions were designed based on these areas since it was believed that the responses could highlight other interesting aspects of the teachers’ personalities and roles The lists of questions are presented in the interview guide in Appendix B.
In the context of this research, classroom observation can be considered as a potentially valuable means to triangulate the data in narrative research It provides an outsider's perspective, offering insights that participants may not have contemplated during interviews Observations enable the researcher to capture participants' behaviors (Merriam & Tisdell, 2015), which can be analyzed using the researcher's expertise These observations yield supplementary information that can serve as reference points in subsequent interviews, especially when investigating complex phenomena like teacher identity construction during the COVID-19 era
In this context, unstructured classroom observation, featuring a complete observer, proves particularly advantageous The researcher immerses themselves in the entire lesson, from its outset to conclusion, to grasp the contextual significance Through systematic observation and meticulous documentation of teachers' instructional techniques, student interactions, and classroom management strategies, researchers gain insights into how teacher identity manifests in the day-to-day classroom setting Classroom observation instruments allow for both quantitative and qualitative analyses of teaching behaviors, revealing congruences or disparities between perceived identities and observed practices (Merriam & Tisdell, 2015) Additionally, classroom observations shed light on how teachers negotiate their identities within specific instructional contexts and how contextual factors influence their professional identities (Beauchamp & Thomas, 2009)
Given the study's objective of discerning significant features of classroom discourse in relation to teacher identity construction, unstructured classroom observation emerges as the most suitable approach (Refer to Appendix E for an example of observational notes).
Data collection procedures
In order to collect data, the author reached out to teachers in the centre via email to invite them to participate in the research These teachers were expected to adhere to the specific requirements outlined in the detailed description provided earlier, and a total of 8 emails were sent However, only 3 teachers responded positively and agreed to take part As negotiations commenced, it became apparent that only 2 out of the initial 3 participants remained committed to the study In terms of gathering audio data and classroom notes, I initially sent teachers a consent form via email, which they signed digitally The data collection process commenced with the first-phase interviews with teachers in early April To coordinate the timing and location, these interviews were scheduled via phone calls and conducted online using the Google Meet
21 application Prior to the interviews, teachers were briefed about the interview's purpose and informed that it would be fully recorded for subsequent analysis Each interview began with casual conversation to establish a relaxed atmosphere for the participant and lasted approximately 60 minutes The language used in the interview was flexible, allowing for a seamless switch between English and Vietnamese to prioritize the comfort of the participants
In mid-April, classroom observations began, utilizing Google Meet for online classes due to COVID-19, which were automatically recorded and saved on Google Drive The author randomly selected eight lessons from each teacher and documented key findings using a personal laptop.
The data collection procedures of the current case study can be summarised in the following figure
Data analysis procedures
In answering the research questions of this study, six steps of data analysis were conducted The figure below summarises the procedure of data analysis in this study.
The study employed Thematic Analysis (TA), a flexible and robust method in educational research, to rigorously code and analyze the collected data TA, as outlined by Braun & Clarke (2006), involves a structured six-step process, from data familiarization to report writing, to extract meaningful themes These themes are crucial for uncovering the qualitative depth of the interview data, consistent with Boyatzis' (1998) conceptualization.
The data analysis began with the manual transcription of teacher interviews and classroom observations, meticulously transcribed verbatim into Microsoft Word documents Following transcription, the transcripts were translated into English, and a deductive coding approach was used for content analysis Classroom observation data was analyzed using pre-defined codes.
The study employed a rigorous, multi-stage approach to investigate factors influencing teacher identity, beginning with a detailed search for evidence within the dataset Code categorization and data summarization facilitated a comprehensive analysis, merging insights from teacher interviews with observations of classroom practices to identify key themes and interrelations The final interpretation stage involved corroborating findings with existing literature and expert consultation to ensure objectivity and align with established qualitative research methodologies.
The research culminated in a detailed report, necessitating the translation of Vietnamese data into English Accuracy was ensured through rigorous verification by mentors and teachers, guaranteeing the fidelity of the translated content.
FINDINGS AND DISCUSSIONS
A novice male teacher - Jack
4.1.1 Factors that influence the construction of teachers’ professional identity during the pandemic
4.1.1.1 Contextual forces and sociocultural dynamics
Societal expectations significantly shape a teacher's professional identity, influencing how educators evaluate their roles The modern expectation is that teachers not only impart knowledge but also create engaging and inspiring learning experiences This pressure to innovate teaching methods and captivate students' attention has become a core aspect of a teacher's responsibility.
Mr Jack's insights reveal how societal expectations impact his profession and strategies for change Increased demands for engaging lessons push him to innovate and use new platforms Aligning teaching practices with pandemic-induced changes shapes his professional identity Adjusting to evolving societal norms influences his sense of purpose.
4.1.1.2 Adaptation and resilience in teaching practices
● The adaptation in teaching method
In response to the high expectations from the society, Mr Jack has made some adaptations in his teaching method
Adapting to a new teaching platform requires a shift in methodology, necessitating the incorporation of more interactive activities to maintain lesson quality and enhance student engagement This ensures that the educational content remains effective and aligned with the platform's capabilities, ultimately improving the learning experience.
He seamlessly integrates identity development within pandemic-driven educational transformations, adapting teaching methods for online platforms Incorporating activities and prioritising lecture quality demonstrates his commitment to effective, student-centred education Integrating videos and posing relevant questions enhances student engagement and enthusiasm He strategically uses well-known brands to strengthen students' connection with real-life applications.
To effectively teach working professionals who are often exhausted after long workdays, a positive and enthusiastic teaching style is crucial for maintaining student engagement and preventing disengagement Harnessing the teacher's energy and continuously engaging students throughout the lesson are key components of this approach.
Students often face distractions like phone messages or noisy environments created by family, leading to frustration To counter this, instructors should engage students by asking questions, ensuring they feel cared for and continuously involved in the lesson.
At the heart of this method is a teacher who exudes cheerful and positive energy, creating a welcoming and uplifting classroom environment Recognizing that traditional teaching methods might lead to lethargy, he taps into student energy to infuse vibrancy into the learning process Grounded in his identity as a proactive problem solver, he goes beyond conventional techniques to ensure student engagement His patient and inclusive response to external distractions showcases an emphasis on student involvement, underscoring his role as a facilitator of learning.
● The adaptation in coping with constraints and opportunities presented by online teaching
To ensure seamless online class experiences, addressing connectivity issues is paramount, necessitating investment in reliable modems and network packages to maintain stability and prevent disruptions; additionally, managing microphone access by limiting the number of open microphones at once can effectively mitigate potential audio chaos.
Jack recognizes that connectivity problems are a major barrier to remote learning He demonstrates flexibility by being honest about his own technical shortcomings He also shows his proficiency in using technology by concentrating on controlling open microphones in online courses, which also helps him handle any potential problems.
Teachers' self-perception evolves as they demonstrate resilience and creativity in overcoming obstacles, adapting their professional identity They see themselves as educators who harness technology to reach students beyond traditional boundaries, marking a profound transformation in their professional identities through these adaptations.
4.1.1.3 Interpersonal connections and community influence
● The influence of colleagues' relationships on teachers' professional identity
In a physical center, teaching is complemented by social interaction and friendship among colleagues, fostering a more enjoyable work environment Transitioning to online work, however, shifts the focus predominantly to work-related tasks, altering the overall experience.
In traditional in-person teaching, educators build camaraderie through casual interactions, fostering a supportive network and enriching their professional identity However, online teaching limits informal interactions, potentially leading to a sense of isolation and a more task-oriented perception of their role, impacting their professional self.
● The influence of interactions with colleagues and the broader educational community influence teaching identity and practices
Teacher groups on Facebook share valuable insights about educational applications, yet their limited visibility on newsfeeds reduces their impact Despite this, educators demonstrate a strong commitment to learning online teaching methods, highlighting the importance of prioritizing and enhancing these skills in the current educational landscape.
Participation in teacher groups on Facebook demonstrates a proactive approach to online teaching challenges However, the limited impact on individual teaching practices may indicate a disconnection between shared content and specific needs Educators' substantial effort in learning about online teaching highlights a shared dedication to improving methodologies, emphasizing the evolving role of educators as active learners.
As I mentioned in the previous conversation, the interaction among colleagues has changed When transitioning to online teaching, there's very little exchange among colleagues It's safe to say there's hardly any time or opportunity for meaningful exchanges If there is any interaction, it's usually limited to general information passed down from the company or leadership When it comes to exchanging professional knowledge or expertise, that's quite lacking
An experienced female teacher - Jose
4.2.1 Factors that influence the construction of teachers’ professional identity during the pandemic
4.2.1.1 Contextual Forces and Sociocultural Dynamics
Schools expect teachers to adapt to evolving teaching methods, especially mastering online instruction software for effective online teaching.
Teachers are expected to maintain strong interaction with students and foster open communication between parents, students, and the school, significantly influencing educational outcomes.
The role of a teacher has evolved, encompassing responsibilities beyond traditional classroom instruction, demanding a broader skill set to manage both in-class and out-of-class expectations.
Societal expectations significantly shape a teacher's professional identity and teaching methods Schools expect educators to adopt innovative approaches, like online teaching, driven by government policies promoting technology in education These institutional and governmental demands impact pedagogical adjustments, influencing how teachers navigate their roles.
Indeed, that's something I found myself quite concerned about when transitioning to teaching online How to teach in a way that ensures students
To effectively teach, one must understand and help students retain material through engaging lessons, while also managing the classroom The multifaceted role of a teacher demands flexibility and heightened responsibility to juggle various aspects of the job.
Technological advancements and government initiatives in digital literacy are reshaping teachers' professional identity The expectation for teachers to foster student interaction and facilitate communication among parents and the school aligns with cultural norms, prompting educators to expand their roles beyond classroom instruction.
The teacher's identity is intricately connected to educational changes driven by the pandemic The shift to online learning necessitated rapid adaptation, highlighting the dynamic interplay between teacher identities and the evolving educational landscape Educators demonstrate a willingness to adjust their practices to the virtual environment, thereby reshaping their identities.
4.2.1.2 Adaptation and Resilience in Teaching Practices
● The adaptation in teaching method
During class, I will use activities like pair and group work, leveraging features to break learners into separate rooms for practice Communicative learning will be applied to provide ample opportunities for communication and practical application in the classroom.
Consistently posing questions to students encourages them to realize they have a voice and speak more in class, emphasizing methods that maximize student-to-student interaction alongside teacher-learner dialogue.
Effective communication is essential for maintaining student engagement and comprehension in a virtual setting Teachers adapt by creating activities like pair work and group work to enhance student engagement, replicating collaborative learning experiences Utilizing features that allow breaking learners into separate rooms exemplifies leveraging technology to foster peer-to-peer interactions Emphasizing methods that enable students to speak underscores the importance of maintaining student voice in the remote learning context.
Her response demonstrates adapting teaching methods to overcome online education challenges during the pandemic Prioritizing communication, interactive activities, technology, and participatory learning helps recreate collaborative experiences crucial for effective learning These evolving practices highlight educators' dedication to engaging and successful learning opportunities in a changing educational landscape.
● The adaptation in coping with constraints and opportunities presented by online teaching
Managing online classes presents unique challenges, particularly in monitoring homework assignments, which can be more difficult compared to traditional offline settings.
Jose's experience highlights common classroom management challenges faced by teachers, particularly the drawbacks of manual homework handling The lack of technological support for tracking student assignments and calculating completion rates exacerbates these challenges, hindering efficiency.
Jose emphasizes the importance of mandatory camera usage in his online classes to enhance the effectiveness of online learning He believes that when students turn on their cameras, it significantly improves the overall learning experience.
During classroom observations, a discrepancy arose between the stated policy of requiring students to turn on their cameras and the reality of students keeping their cameras off, suggesting a shift towards prioritizing student comfort.
Discussions
The findings from the interviews with two teachers, Jack and Jose, offer rich insights into the construction of teachers' professional identities during the pandemic
Both Jack and Jose's professional identities have been significantly influenced by contextual forces in the digital age, aligning with prior research (Greenhow et al., 2009; Conole & Alevizou, 2010; Goldie, 2016; Rowston,
2020) This influence is evident in their adaptation to the changing educational landscape, driven by technological advancements and the imperative of online
During the pandemic, teachers experienced significant shifts in their roles, extending beyond traditional classroom settings While both Jack and Jose adapted to these challenges, they differed in their approaches Jack proactively invested in innovative lessons, aligning with evolving societal standards and effective teaching practices Jose focused on adapting to the digital environment and strengthening relationships between parents and students These distinctions highlight how contextual forces shape their professional identities, with Jack emphasizing adaptability in teaching practices and Jose focusing on enhancing teaching methods and school community connectivity.
Jack and Jose both demonstrate adaptability and commitment to student success amidst societal constraints and pandemic challenges Jack embraces innovation and technology to extend his reach beyond the classroom Jose focuses on communication, engagement, and peer interaction, prioritizing student comfort and mentorship While both value student-centered approaches and resilience, Jack emphasizes tech-savviness, and Jose prioritizes interactive learning.
Teachers' professional identities are shaped by adaptability, dedication to student success, and responsiveness to the evolving educational landscape, with each educator approaching these goals in distinct ways, influenced by their unique experiences.
Interpersonal communication significantly shapes Jack and Jose's professional identities, revealing contrasting experiences in online versus physical teaching environments Jack's transition to online teaching limits informal interactions, impacting his professional self, while Jose emphasizes deep connections fostered through continuous exchanges in physical settings, creating camaraderie Task-oriented online interactions may lead to isolation for Jack, whereas Jose's offline connections enhance her sense of belonging Effective teacher-student communication is vital for both, aligning with research on student engagement and learning outcomes, with Jack's rapport reflecting his role as a facilitator of learning.
Both teachers foster student engagement and contribute to organizational goals, shaping their professional identities Jack prioritizes approachability in his online classroom, while Jose emphasizes trust and mentorship, fostering two-way communication In administrative interactions, Jack focuses on transactional matters, whereas Jose aims to enhance operational efficiency and learner-centered outcomes.
Teachers, as highlighted by Sachs (2001), Day et al (2006), and Rodgers (2008), are responsible for optimizing learner outcomes within existing educational frameworks Interpersonal communication significantly shapes teachers' professional identities Online teaching, as exemplified by Jack's experience, can lead to a sense of isolation, while physical teaching environments, like Jose's, foster camaraderie Effective communication with students is crucial for both, though their methods vary Both teachers are committed to organizational goals, but their interactions with administrations differ in nature.
Jack's experience reveals that the demands of online teaching can impact a teacher's mental well-being, necessitating strategies for work-life balance, a phenomenon supported by research (Day et al., 2007; Valli, 2007; Brooks et al., 2022) Conversely, Jose's effective time management and digital proficiency allow her to navigate professional responsibilities without compromising her mental health Therefore, teachers' mental health can significantly influence their professional roles, as seen in the contrasting experiences of Jack and Jose.
Besides, the professional identity of the two teachers highlights the strong interrelation with their personal identity
Both teachers' personal characteristics undeniably influence their teaching methods, albeit in different ways highlighting the intricate relationship between personal characteristics and teaching strategies (De Jong et al., 2013; Đigić,
Jack's teaching methods are shaped by his dedication, strong communication skills, empathy, and patience, aligning with his belief in student-centered teaching and creating a positive learning environment This translates into prioritizing clarity, active engagement, and addressing distractions through empathetic communication, guided by a deep understanding of student experiences and well-being Conversely, Jose's sense of responsibility and willingness to review assignments thoroughly influence her teaching style, emphasizing thoroughness and dedication.
Jack fosters empathy and engagement through his personal qualities, while Jose leverages his responsible and "crazy" side to create an approachable online learning environment Jose believes lightheartedness builds camaraderie, combating online learning challenges through authenticity and genuine connection Ultimately, both teachers' personal characteristics significantly shape their teaching methods.
"craziness" contribute to thoroughness, approachability, and a genuine connection with students Their teaching methods reflect their individual values and approaches, ultimately geared toward creating a conducive and engaging learning environment
Jack and Jose's teaching methods diverge due to their differing values and beliefs about the roles of teachers Jack emphasizes passion as a key quality for effective educators, continuously improving his techniques and supporting students.
Jack's dedication and focus on creating a positive classroom ambiance and motivating students are central to his teaching methods His approach is rooted in fostering a love for learning and continuous improvement In contrast, Jose's teaching strategies in online education are driven by her belief in the teacher's fundamental role in conveying knowledge and ensuring effective learning experiences.
Teachers' values and beliefs significantly shape their teaching methods, influencing lesson structure and content design in virtual settings Incorporating engaging activities and fostering a positive learning environment are crucial for motivating student participation Subject expertise leads to well-structured lessons, while creativity and innovation drive the exploration of novel online instruction approaches, such as technology integration Injecting humor into online classes enhances enjoyment and effectiveness Ultimately, teachers' unique approaches and strategies are molded by their beliefs and values, creating effective and engaging online learning experiences.
Jack and Jose's teaching roles are both influenced by their technological competence, but in different ways Jack faces technological challenges in online teaching but is committed to creating a smooth learning experience, using tools like Google Meet to promote active learning.
Jack's identity is tied to technological adaptability in online education, while Jose's proficiency enhances student engagement through platforms like Zoom and Google Meet Her proactive approach to technical challenges demonstrates problem-solving skills, shaping her identity as a resourceful educator Technological competence significantly influences both teachers' professional roles, emphasizing adaptability and pedagogical alignment for Jack, and proactiveness for Jose Their tech skills play a crucial role in shaping their identities as educators.