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INTRODUCTION
Rationale for the study
Teacher identity is crucial in English Language Teaching (ELT), providing purpose and direction in the classroom, enabling teachers to design effective lessons and establish a cohesive teaching philosophy A clear teacher identity fosters a strong connection with students, creating a supportive learning environment and enhancing engagement Furthermore, teacher identity enables continuous professional growth, encouraging teachers to seek learning opportunities and adapt their strategies Ultimately, a strong professional identity contributes to teacher resilience, job satisfaction, and the ability to overcome challenges Research into how EFL teachers construct and transform their identity is essential, and this study investigates the influence of teaching contexts on EFL teacher identity development.
2 educators, teachers themselves and other stakeholders to help facilitate their professional growth
My fascination with studying English as a Foreign Language (EFL) instructors in Vietnam stems from a desire to understand EFL teacher career progression, as I am an English teacher myself This study also aligns with my objective of finding solutions to challenges in Vietnamese English education, where low proficiency is often linked to teaching quality By understanding EFL teacher identity development, I hope to contribute to improved teacher quality and the advancement of the education system.
Statement of Purpose and Research Questions
This study explores the intricate process of identity formation and development among EFL teachers throughout their careers, from initial stages to the present, examining how they perceive and internalize their professional roles.
3 construct their professional identities at various stages of their teaching journey Employing a qualitative case study design, the research aims to address the following research inquiries:
1 How does teacher identity evolve and transform over time?
2 What factors support or hinder the development of teacher identity throughout their professional trajectory?
Significance of the Research
This study enhances language teacher identity literature by examining EFL English teachers' identity development throughout their careers, addressing gaps in research primarily conducted in English-speaking countries It contributes to the body of knowledge on teacher identity development among non-English-native teachers in non-English-native contexts, specifically focusing on the Vietnamese context.
Understanding teacher identity is crucial for improving teacher education and training programs in Vietnam, enabling educators to design more practical guidance and fostering greater support for teachers from policymakers, colleagues, students, and parents.
Thesis Structure
This thesis is structured into six chapters, beginning with an outline of the research context, objectives, and significance, establishing a clear foundation for the study A comprehensive review of existing literature and the theoretical framework underpinning the research is presented, providing critical context.
This research employs a qualitative approach to deeply explore the subject matter, ensuring rigor through detailed data collection and ethical considerations The findings and analysis are presented in Chapters four and five, while Chapter six summarizes key results, acknowledges limitations, and proposes avenues for future research, enhancing the study's validity and contribution to the field.
LITERATURE
Identity
Identity, a multifaceted concept, extends beyond an individual's sense of self to encompass the broader sociocultural context This perspective views identity as a dynamic construct, shaped throughout life through relationships and experiences Scholars in professional development and adult learning emphasize that identity is multiple, dynamic, relational, and often conflicting, influenced by social, cultural, and political factors.
Clarke's (2009) classification illuminates the multifaceted nature of identity, encompassing social and individual elements Identity, according to Clarke (2009), involves discourse, practice, reification, and participation It also balances similarity and difference, agency and structure, fixity and transgression, singular and multiple aspects, and synoptic and dynamic dimensions Further exploration, incorporating other scholars' perspectives, will clarify these categories.
Identity, as Clarke (2009) notes, involves a complex interaction between the individual and society, where self-perception is intertwined with how others perceive them For example, one can identify as a teacher only when recognized by students and peers Richards (2017) emphasizes that a teacher's identity is not fixed.
Identities are shaped by interactions and activities, suggesting they are relational and socially constructed, not merely personal (Richards, 2017).
Language and social interaction shape identity, influencing one's interpretive system through cultural, historical, and institutional factors, as well as the discourse of others and affinity groups (Gee, 2000; Reeves, 2017; Varghese et al., 2005).
Identity, as defined by (2000), involves recognizing oneself as a distinct individual Gee (2014) expands on this, suggesting identity is also a performance, shaped by how individuals express themselves through speech, behavior, and appearance, reflecting their core beliefs and values Furthermore, discourses play a significant role in shaping identity (Gee,).
2000) As people occupy different discourses, they naturally have multiple identities that are contextualized depending on the discourses involved (Gee, 2000, 2012; Pennington, 2015; and Reeves, 2017)
Wenger (1998) posits that identity, a cornerstone of social learning theory, is shaped through both reification and participation, inextricably linked to practice, community, and meaning Identity is negotiated through practice within specific contexts and is tied to participation, non-participation, identification, and negotiability Engagement, imagination, and alignment foster a sense of belonging within communities of practice Social interaction within communities shapes our identity, as participation and reification inform each other, constructing identity through social experiences and negotiation (Wenger, 1998).
Fourthly, the concept of identity is shaped by both similarity and difference People often connect with certain groups in order to define themselves and establish
7 a sense of affinities and discrepancies According to McKinlay and McVittie
Identity, as a social aspect, emerges from comparing ourselves to others in social groups, linking claimed or assigned identities to similarities and differences To identify with a group, one must exhibit expected behaviors, like an English teacher in EFL contexts Identity, therefore, is recognized through similarities and differences in relation to specific groups.
Identity is intricately linked to agency and structure, requiring active pursuit and achievement through self-discovery (\$Clarke, 2000\$) Identity is transformative, with agency as a key component in forming one's sense of self (\$Varghese et al., 2005\$) Identity is not static but a product of social action, allowing reshaping to fit new circumstances (\$Bucholtz & Hall, 2004\$) Teacher identity involves subjective self-expression in social contexts, emphasizing agency (\$Donato, 2017\$) Language teacher identity forms through agency and structural factors, highlighting its dynamic nature (\$Varghese, 2017\$).
Sixthly, identity is like a puzzle with different pieces that fit together to make who we are Some pieces are like stickers that cannot be changed (Reeves, 2017),
Teacher identity is multifaceted, comprising both stable attributes such as gender and ethnicity, and dynamic aspects like hobbies and jobs, as noted by Canrinus (2011) and Beijaard et al (2004) The interplay of these elements can create complexities, with a teacher's identity encompassing personal, social, and professional dimensions (Beauchamp & Thomas, 2009).
Identity is both singular and plural, allowing teachers to embody various roles simultaneously (Reeve, 2017) An EFL teacher, for example, might support communicative language teaching while also valuing grammatical accuracy This multiplicity within each identity position highlights that identities are not only multiple but can also be contradictory, enriching the understanding of a teacher's complex professional persona.
Clarke (2009) portrays identity as comprehensive and fluid, overlapping with concepts like immobility and autonomy, acknowledging its partly unchanging nature while also being subject to modification This aligns with Morgan's (2004) view of identity as a multifaceted, often conflicting, and mutable construct that varies across time and space, inextricably linked to individual autonomy in shaping personal identities.
Teacher Identity
Teacher identity has garnered significant attention in recent years, as instructors' sense of identity profoundly influences their behaviors and teaching practices, impacting their effectiveness in the classroom The core of being an effective teacher lies in their sense of identity.
9 teachers perceive themselves that matters This idea indicates that identity is a vital element to understand what constructs a teacher as they move forward throughout their professional advancement
Language teacher identities are multifaceted, encompassing cognitive, social, emotional, ideological, and historical dimensions These identities are both internal and external, influenced by the teacher's surroundings and technological advancements Ultimately, language teacher identities are a fusion of being, doing, feeling, imagining, and storytelling The concepts of struggle and harmony are complex and multifaceted, involving both internal and external conflicts as well as recognition and appreciation, and are subject to change over time through interactions with others and the environment.
Teacher identity, a mental image guiding teaching practices, significantly shapes a teacher's behavior, self-image, and decisions regarding classroom roles and instructional methods (Pennington, 2015; 2017) This critical aspect of professional identity influences teaching practices, career development, and how teachers position themselves within the educational landscape.
10 relationships with others, such as students, colleagues, and the broader professional teaching community
Teacher identity, though inconsistently portrayed in past research, is generally agreed to be multifaceted and ever-changing, influenced by time and location For the purpose and nature of this research, Pennington's (2015) definition will serve as the foundational framework.
Teacher Identity development
Teacher identity formation is a complex process influenced by various factors, as reflected in the literature Interactions with colleagues and relationships with significant others in a professional setting constantly shape and reshape a teacher's identity Self-awareness and understanding of one's place within and outside the classroom are also crucial in developing a teacher's identity Furthermore, a teacher's daily life experiences, professional life, and the settings in which teaching practices occur significantly influence the formation of their identity, with individual contexts and past experiences playing a vital role.
& Wang, 2014; Chong & Ling & Chuan, 2011; Lamote & Engels, 2010; Lim, 2011; Izadinia, 2013) Moreover, identity is molded through the courses taken by teachers during their teacher education programs, (Koc, 2011; Rogers, 2011; Flores & Day,
2006) Additionally, the other factors that mediate the development of teacher identity are related to professional communities and the settings in which teaching practices are conducted (Flores & Day, 2006; Izadinia, 2013)
Theoretical framework to explore teacher identity development
The presentation of Wenger's (1998, 2010) theory on identity development
Social interactions profoundly shape our sense of identity, providing a theoretical foundation for examining teachers' narratives.
Wenger's theory (1998) posits that our identities are shaped by the landscapes we inhabit, including people, places, and communities Identity is formed through participation and reification, reflecting our interpretation of social events Our sense of self is shaped by the tension between belonging and negotiating meanings within those contexts Identity emerges from experiences and the ongoing effort to interpret their significance in a broader social context.
A teacher's identity development is shaped by their participation in communities of practice, including their living, educational, and professional environments, as practices and identity are intertwined (Wenger, 1998) This identity is linked to a sense of belonging within these communities, achieved through engagement, imagination, and alignment, which operate within and beyond the boundaries of practices (Wenger, 1998).
Engagement in activities, both independently and collaboratively, allows individuals to gauge their proficiency and competence within specific settings, shaping their identity as active or passive participants in their communities.
Engagement in communities of practice solidifies social identity, fostering recognition and value within these groups, thus influencing identity formation.
Imagination shapes our perception of the environment and our place within it By utilizing imagination, individuals can envision themselves as part of a larger collective, like social workers in a metropolis These mental images crucially influence how we perceive ourselves and our surroundings, offering fresh perspectives and new opportunities.
Imagination is fueled by tools like language and stories, shaping our societal understanding These images forge meaningful connections, rivaling those from direct interaction.
Alignment involves coordinating activities, adhering to laws, and communicating intentions, fostering a mutual coordination of perspectives to achieve desired outcomes This process, whether following instructions or persuading others, fosters connections of identification, integrating actions like upholding ethics or practicing recycling into our individual identities.
Our identities are reflected in the landscapes we inhabit through engagement, imagination, and alignment, shaping our experiences and understanding of self Identity, viewed through this lens, carries core characteristics essential for comprehension (Wenger, 2010).
Identity is a trajectory, a journey through time shaped by experiences within communities Encompassing past, present, and future, identity is molded by memories, skills, and connections It serves as a compass, guiding aspirations and shaping our future trajectory.
Identity is a nexus of multi-membership, reflecting various locations of identification Multi-membership combines sequential and simultaneous belonging to multiple communities as we navigate different landscapes Experiencing these identifications all at once, whether coexisting or interacting, is an inherent challenge and aspect of identity.
Identity is multi-scale, forming at various levels simultaneously, such as teachers relating to their school, district, or even globally This identification process transcends scales, encompassing multiple levels, some resonating more deeply than others Ultimately, identity is shaped by involvement, creativity, and alignment across these various scales.
Wenger's identity formation framework is well-suited to examine the development of a teacher's professional identity throughout their career, allowing researchers to investigate the complex interplay and personal interpretations of experiences that shape this identity over time.
Previous studies
Research on language teacher identity often uses qualitative methods, but studies in English-speaking countries like the United States employ varied data collection methods, including video-recorded classroom observations, interviews, linguistic autobiographies, and portfolios.
Studies by Reis (2011) and Vetter et al (2013) demonstrate the value of combining video-recorded classroom observations with other data collection methods to understand teacher identities in classrooms Reis (2011) explored an ESL writing teacher's evolving professional identity, focusing on beliefs about the "native speaker myth" and their impact on teaching, revealing a shift from believing in the myth to challenging it Vetter et al (2013) investigated how power dynamics influence a teacher's identity formation, finding that a teacher's ability to adopt their preferred identity was linked to their handling of power with students.
Interviews are a popular and effective method for studying teacher identity development, as highlighted by Alsup's (2006) longitudinal study Alsup (2006) found that professional identity development is complex, involving personal and professional identity intersection through content analysis Linguistic autobiographies, analyzed through discursive positioning, reveal the significance of imagination in community membership and the pivotal role of classroom discourse in shaping teacher-students' connections to imaginary communities, as demonstrated by Pavlenko (2003).
Portfolios have emerged as a popular research method, providing valuable insights into teacher development and instructional quality, as demonstrated by studies like Antonek et al (1997) Antonek et al (1997) utilized portfolios to study the identity construction of preservice foreign language teachers, analyzing thematic reflections to understand their development The researchers argued that portfolios offer an excellent platform for teachers to reflect on their teaching experiences.
Educator-pupil dynamics and self-assessment emerge as contrasting yet vital perspectives in professional development, highlighting the multifaceted nature of growth in the field, as suggested by Ilieva's study.
Ilieva's 2010 study used portfolio methodology and grounded theory to explore how non-native English-speaking teachers in a Canadian TESOL program developed their identities The research revealed that these teachers formed their identities by participating in program discourses, linking their sense of self as teachers to the act of teaching itself Bakhtin's theory of identity and ideological processes was used to scrutinize the data.
A qualitative case study employing narrative inquiry was designed to address the research questions, aligning with the approach used by Beijaard, Meijer, and Verloop (2004) who highlight the role of storytelling in teachers' professional identity development.
Teachers' professional identities are shaped through narratives and theorizing, influencing their stories These narratives, continuously constructed and reflective of social contexts, offer insights into identity work Exploring these narratives reveals the intricate interactions between teachers, stakeholders, and the nursery school environment, highlighting changes in teachers' identities.
Research Gap
Existing studies on non-native English-speaking teachers (NNESTs) predominantly focus on English-speaking contexts, potentially misrepresenting their identity formation in their home countries Research often portrays NNESTs as disempowered due to their non-native status, yet context significantly influences teacher identity While studies exist on English teachers' identities in non-English-speaking countries, there is a lack of knowledge regarding the construction and development of EFL teacher identity specifically within the Vietnamese context.
This study contributes to the literature on EFL teacher identity in Vietnam by examining how teachers' identities evolve throughout their entire careers, unlike studies that focus on specific periods such as teacher training or internships Observing teachers' identity formation from their initial education to their current practice is crucial for understanding how diverse environments shape their identities Understanding this development across various contexts can illuminate the influences on their identity formation.
METHODOLOGY
Rationale for Qualitative Research
Qualitative research is essential for exploring complex, non-quantifiable issues like teacher identity, as highlighted by Creswell (2013) Key characteristics of this approach include natural settings, descriptive data, process-oriented analysis, inductive reasoning, and a focus on participant perspectives (Bogdan & Biklen, 2007) To understand the teaching and identity development process, the researcher interacts directly within the relevant settings (Marshall & Rossman, 2016) This study investigates EFL teachers' learning and identity development, areas where quantitative measurement is challenging due to the lack of prior knowledge about identity construction.
This study employs qualitative methods to explore participants' experiences within their natural educational settings, focusing on understanding their meaning-making processes rather than testing pre-existing hypotheses Emphasizing both participant perspectives and researcher observations, this approach aligns with the qualitative research paradigm, making it ideal for in-depth investigations of lived experiences.
As a qualitative researcher, the author serves as the primary instrument for data collection, supported by established scholars Methods like interviews and observations in diverse settings enable the gathering of extensive data on teachers' experiences.
19 sources allows a comprehensive understanding of how teachers develop their identities while enacting their identities in practicum settings.
Rationale for Qualitative Case Study
Qualitative research is the most appropriate method for providing a holistic account of EFL teacher identity development in Vietnamese teaching contexts This design allows for a detailed analysis of the participants' identity formation as they advance in their careers A case study research design, involving in-depth data collection from multiple sources, will be employed to explore real-life, contemporary bounded systems and report case descriptions and themes.
Qualitative case studies utilize diverse data sources to explore phenomena within their contexts, facilitating a comprehensive understanding of the case (Baxter & Jack, 2008) This approach enables researchers to maintain a factual perspective while deeply investigating a particular issue (Yin, 2014) According to Yin (2014), case studies are particularly suitable for research aiming to answer "how" and "why" questions.
Qualitative case studies are the most suitable research method because they address "why" questions, deal with contemporary events, and acknowledge the limited control researchers have over participants' actions, especially when studying identity development.
This research employs a descriptive and cross-sectional study design, following Yin's framework (2003, 2014), to describe the experiences of participant teachers.
This project employs a collective instrumental case study approach, aligning with Stake's (1995) classification Stake distinguishes between intrinsic case studies, which focus on unique cases, and instrumental case studies, which examine a specific problem Multiple or collective case studies, like this one, investigate a problem through various cases to offer diverse perspectives Given the goal of understanding teacher identity development, a collective instrumental case study is the most suitable method.
The analysis in this design specifies the case of each individual EFL teacher
The boundaries of this case study, considered a bounded system, encompass the teaching process of each EFL teacher from its inception to the time of research, incorporating elements of time, place, activity, definition, and context The study's scope is further defined by the teachers' experiences from childhood to the present, focusing on two teachers in distinct settings during the research period.
Rationale for Narrative inquiry
Narrative inquiry is a particular way of understanding experience (Clandinin
Narrative inquiry, as both a viewpoint on people's experiences and a methodology, facilitates the detailed study of individual experiences within context and over time (Caine, 2008) Researchers begin with a narrative of lived experience, focusing on a three-dimensional narrative inquiry space.
Narrative inquiry explores spatiality, temporality, and sociality to deeply investigate participants' life experiences This approach emphasizes the centrality of relationships among participants, researchers, and the evolving experiences within unique, multilayered contexts By understanding and making meaning of experience through conversations and dialogue, narrative inquiry effectively captures the nuances of identity development.
Research Sites and Participants
This research was conducted in two different locations, beginning with a prominent Vietnamese university in Hanoi where the first participant, a teacher at the institution, was interviewed The second participant, a self-employed teacher, was engaged in locations of her choosing, such as a local café or her office.
To maintain the ethical standards of confidentiality, the anonymity of all the parties have been preserved by addressing both sites and participants by pseudonyms
University A, a public university in Hanoi, Vietnam, is a key research site for this study Situated in a densely populated area, it provides Bachelor's, Master's, and Doctoral degrees, primarily in social sciences, including English teacher training The university consists of fifteen departments, notably the Teacher Training and Education department, which encompasses the English teacher education program, a typical four-year undergraduate program in Vietnam.
Khang, a lecturer at an English as a Foreign Language (EFL) institution, was selected for this study due to his willingness to participate and extensive teaching experience Highly regarded by peers and students, Khang holds degrees from leading Vietnamese institutions and possesses a C1 English proficiency level on the CEFR scale With eight years of experience teaching diverse language proficiency classes, Khang's background offers valuable insights into teacher identity development and the resources that mediate these changes, providing useful implications for teacher training.
Trang was selected as a research participant due to her willingness to participate, a crucial factor for narrative-based research Her diverse professional background, including experience as both a teacher and in management roles, promised rich data Additionally, Trang's status as a non-major teacher, primarily self-trained, offered a unique perspective.
Trang's background in Business Law and English Language Teaching, coupled with her B2 English proficiency, provides a unique foundation for her six years of experience teaching grammar and vocabulary An analysis of her professional development can offer valuable insights for teacher training programs, particularly for those with non-traditional backgrounds.
Data Collection Methods
To understand the participant's lifelong journey as a student and teacher, data was collected primarily through face-to-face interviews conducted over two years Semi-structured interviews, using Vietnamese as the primary language, allowed for flexibility while ensuring key information was obtained Establishing a close researcher-participant relationship was crucial for deeper narrative research, balancing intimacy with distance to maintain study quality.
24 the participants were asked to provide relevant institutional documents such as course guides, policy, textbooks and exam papers to mention but a few.
Data analysis
To ensure unbiased analysis, interviews were fully transcribed, and participants reviewed transcripts for accuracy Approved transcripts were then used to create chronological narratives of participants' professional lives, which were further reviewed and approved before the second phase of data analysis commenced.
The narratives were thematically analyzed, guided by Wenger's theoretical framework (1998, 2010) and teacher identity literature, to identify significant changes in teacher identity and facilitating factors These factors were categorized into Engagement, Imagination, and Alignment, based on Wenger's framework (1998, 2010) Universal patterns in teacher identities were discerned by comparing and connecting resources from both participants' stories Open and selective coding techniques, as prescribed by Williams and Moser (2019), were employed for thorough analysis of the observed data.
Ethical Considerations
The consideration of ethics is a crucial element in the process of conducting research, as emphasized by authors such as Creswell (2013), Hammersley &
Researchers must prioritize ethical considerations, such as protecting participants' privacy and rights, throughout all research stages, as highlighted by Atkinson (2007), Neuman (2011), O'Reilly (2012) and Stake (2010) Obtaining informed consent from each participant was a crucial step before commencing the study Throughout the research, every effort was made to comply with ethical standards by communicating the objectives and procedures clearly and maintaining ethical standards during data analysis and presentation through the use of pseudonyms.
Qualitative Validity and Trustworthiness
Lincoln and Guba (1985) suggest four criteria to assess the trustworthiness of qualitative research namely credibility, transferability, dependability and confirmability The further explanation of each criteria are presented as follows
Credibility in qualitative research hinges on its validity, and triangulation is a key technique to bolster it Triangulation, as defined by Marshall and Rossman (2016), involves using multiple data sources to investigate a single point, while Creswell (2013) highlights its role in verifying information from various sources for deeper insights Employing triangulation enhances the overall quality and trustworthiness of the research.
26 was ensured by collecting data from participants‟ interviews and analyzing other relevant materials
Transferability, the applicability of a study's findings to similar research settings, is a crucial criterion for research validity To enhance transferability in this study of EFL teachers' identity development in Vietnam, detailed descriptions of the research context, participants, data collection, and analysis methods are provided This allows researchers in comparable contexts to assess the study's relevance and potential applicability to their own work.
According to Lincoln and Guba (1985), dependability, synonymous with reliability, is pivotal for establishing trustworthiness This quality co-exists with validity in an interrelated relationship, where each factor is crucial to the other, ensuring a robust and credible foundation.
(1985), dependability can be attained using similar methods to those employed for credibility Therefore, in order to guarantee this quality in this study, data triangulation was conducted
In qualitative research, confirmability, similar to objectivity, is achieved by minimizing researcher bias through reliance on participants' own words and comprehensive accounts of their experiences Precise transcription and participant-validated narratives further ensure confirmability.
Researcher Positionality
In the realm of qualitative research, it is imperative to take into account one's
Reflexivity, a key aspect of qualitative research, serves as a quality control mechanism by acknowledging researchers' predispositions and biases (Berger, 2013; Merriam, 2009) Researchers inevitably bring their own beliefs to their work (Creswell, 2013), making it essential to acknowledge biases, which is integral to the research process Reflexivity is demonstrated by describing personal experiences with the phenomenon and examining how these experiences shape its interpretation (Creswell, 2013).
Acknowledging reflexivity, the researcher's worldview, experiences, and background inevitably influenced the study The researcher's teaching experience, similar in length and range to the participants', affected data interpretations, fostering empathy and mutual understanding Despite these similarities, differing contextual elements allowed the researcher to offer a fresh, multifaceted perspective on the participants' identity development.
In conclusion, notwithstanding recognizing the level of familiarity with the teaching
While the researcher's experience introduces subjectivity, this familiarity both restricted and expanded the understanding of the topic under investigation, offering a nuanced perspective.
FINDINGS
Khang‟s Story
Khang harbored a lifelong dream of becoming a teacher, fueled by his family's encouragement and their perception of his gentle and polite nature as befitting the profession, leading them to believe it would provide stability and prestige.
4.1.2 Highschool - Ms Thuy’s English class
In high school, Khang attended an English extra class taught by Ms Thuy (pseudonym) to prepare for the university entrance exam Her lessons followed a rigid structure of intensive exercises and corrections focused on grammatical content like tenses, phrasal verbs, and idioms, mirroring the exam's multiple-choice format A typical class involved quizzes to review previous material, homework correction where students provided answers, and Ms Thuy writing new grammatical structures on the board for students to copy.
After three years of dedicated study, Khang's English proficiency improved significantly, culminating in a near-perfect score of 9.5/10 on the national university entrance test, a top result at the time.
Khang's early career orientation towards teaching led him to meticulously study and archive Ms Thuy's effective teaching methods and classroom management techniques from the tenth grade He found her approach particularly effective, enabling him to effortlessly grasp structures and complete exercises, significantly improving his memory through continuous revision of structures and vocabulary Inspired by this success, Khang intends to emulate her methods to provide high-quality teaching in the future, noting that other teachers' classes did not leave the same lasting impression or yield such evident improvement.
4.1.3 Highschool - Mr Lam’s Literature class
In eleventh grade, Khang prepared for the university entrance exam by attending extra classes, with Mr Lam's literature class being the most memorable Dissatisfied with a previous class due to its monotonous teaching style and lack of student interaction, Khang sought a more engaging learning environment The prior teacher's focus on theories and text analysis created a quiet, tedious atmosphere, affecting Khang's attention and making him feel drowsy.
Khang dropped his previous literature class due to lack of engagement and knowledge gained He discovered Mr Lam's class through a classmate's recommendation and was immediately captivated by his engaging teaching style Mr Lam's lessons were full of laughter and joy because he interacted with students and used body language effectively He structured diverse questions for better understanding and shared personal stories, making literature more attractive Khang's grades and attitude improved significantly, leading to his selection for a gifted student competition Khang was profoundly influenced by Mr Lam's teaching style, particularly his use of humor and structured exercises, shaping his own desired image as a teacher.
Fueled by his literature class, he developed a passion for presentations, meticulously rehearsing each one by envisioning himself as the lecturer in front of a class full of students.
Khang's mimicry of Mr Lam's teaching style, characterized by familiar gestures and jokes, was well-received by classmates and teachers alike, fostering an enthusiastic atmosphere in the class The high level of engagement and positive feedback Khang received further solidified the influence of Mr Lam's teaching style on him, leading to good grades and compliments.
4.1.4 The first year in university - Private class
During his first year, despite being taught by eight lecturers, none impressed him as they focused on textbook theories and tests, contrary to his expectations of engaging university lessons However, consistent participation in presentation activities allowed him to emulate Mr Lam's energetic and interactive style, leading to higher scores and success.
Right after starting university, he began teaching English classes at home, prompted by requests from former high school classmates needing help with the subject He organized two small classes, each with only two students.
He focused on vocabulary and grammar, mirroring Ms Thuy's exercise-based teaching style Despite requests for listening and speaking practice, he prioritized a solid grammatical foundation Later, he incorporated speaking and listening materials from his university, and these methods were applied for one year.
4.1.5 The second year to the fourth year in university - Language center L
The turning point in his teaching career occurred during his second year when he joined Center L, marking a significant milestone This year was pivotal as he received detailed training in pedagogical skills and teaching content, enhancing his teaching abilities.
Center L specialized in communicative English, focusing on speaking skills for beginners The curriculum utilized Paul Gruber's pronunciation workshop, detailing the mouth shape, tongue position, and voicing of 54 IPA consonants Instruction involved a structured process of introducing, demonstrating, and practicing each vowel and consonant.
During his training, Khang's mentor, though lacking formal qualifications, rigorously applied pronunciation workshop methods, which Khang adopted in his first class Initially, students responded well to the structured approach, and the teaching process proceeded smoothly without issues Despite the fixed routine leading to a somewhat subdued atmosphere, students happily followed the lesson plans.
Khang's transition to the Communication class, led by a CELTA-certified mentor, marked a turning point The mentor rigorously applied CELTA teaching techniques, which Khang skillfully integrated with his presentation style This led to significant praise and recognition, establishing him as a star at the center.
Trang‟s Story
From a young age, Trang's gentle personality and passion for teaching, especially in English, led her to dream of becoming a teacher She admired teachers for their benevolence and the respect they received, envisioning a harmonious school environment Despite her careful planning and academic excellence to enroll in Pedagogical University, Trang faced prejudice and pressure from her social circle, including her parents, who believed teaching was for underachievers with low wages, causing her to fear pursuing her dream.
After graduating high school, Trang chose University E to study Business Laws, influenced by her parents' legal careers During her four years, she was inspired by one Civil Law lecturer's engaging teaching style, while another's ineffective methods taught her valuable lessons about pedagogy Simultaneously, she dedicated time to improving her English skills and, after graduation, obtained a lawyer practicing certificate Trang then gained diverse experience in a Law Firm, enhancing her communication, information gathering, and problem-solving skills.
44 kinds of clients through the working process These skills would be of great help for her future teaching job as described later in this chapter
4.2.3 A consultant for studying abroad programs
She quit her stable law job due to long hours and a toxic environment She then pursued her dream of education-related work as a consultant for high school abroad programs Her law firm experience equipped her with communication skills to advise students and parents Successfully landing the consultant role, she spent five years providing program information and assisting students abroad This experience gave her insights into student needs and challenges She also organized international competitions, gaining deeper knowledge of the educational system.
Through numerous conversations with parents and children, she gained valuable insights into student psychology, understanding their difficulties, strengths, weaknesses, and fears in new educational programs and competitions Positive feedback from students and parents affirmed her performance as an organizer, revealing her passion for working with students, which motivated her to overcome challenges After several years, she transitioned to a new role to further develop her educational skills and broaden her experience in the field.
As an admin senior manager at School B, Trang managed student data to track academic performance and well-being, aiding teachers in student progress She experienced the intense demands of data management, especially during peak seasons with long hours dedicated to data collection and analysis Additionally, Trang utilized her prior skills to organize school events, such as International Women’s Day ceremonies and sports festivals, enhancing the school environment.
Teachers face significant pressure communicating school policies to parents, often encountering misunderstandings and aggressive reactions, such as tuition fee disputes Some parents distrust teachers, blaming them for poor student performance, leading to complaints that affect teacher morale and wages Managing student behavior is also challenging due to child protection policies, and administrative burdens like paperwork and wage regulations add to the stress, leading some teachers to experience mental health issues and consider leaving the profession.
During her time at the private school, Trang encountered several challenges, including unclear instructions and teachers needing to ingratiate themselves with the school board for favorable class assignments She also observed interpersonal issues among teachers, such as gossiping and trickery, which, while disheartening, provided her with a realistic view of the teaching profession Despite the negative aspects decreasing her initial motivation, Trang realized the experience helped her adjust her expectations and decided to leave the school to further her teaching education and pursue her dream with a more grounded perspective.
Trang enhanced her teaching skills by enrolling in a pedagogy course at a private education center, earning a teaching certificate after six months The course covered effective teaching techniques and strategies for diverse learners She also participated in microteaching, where she prepared and recorded short lessons for peer feedback, improving her instructional delivery.
Mentorship and feedback significantly improved Trang's teaching skills, providing insights into her strengths and weaknesses Inspired by Ms Lan's engaging and respectful teaching methods, Trang learned the importance of realistic examples, free discussion, and valuing student opinions to foster soft skills Ms Lan's passion and energetic approach left a lasting impression, motivating Trang to pursue her dream of becoming a teacher and equipping her with a solid foundation for future challenges.
After finishing the teaching course, Trang was invited to join Ms Lan‟s language center and teach a class for office workers However, she admitted that she
Initially lacking confidence due to inexperience, 49 meticulously prepared for her first adult learner class, focusing on content, engaging activities, and thorough understanding Grateful for her teacher Lan's guidance, she leveraged her management and presentation skills to interact with students, incorporating games to enhance learning Despite her efforts, she encountered challenges with student engagement, seeking advice from Ms Lan to address distractions and adapt her teaching methods by fostering open communication with her students.
Trang improved her teaching by gathering anonymous student feedback to address lesson weaknesses and implemented consequences for inattentiveness The strategy yielded positive results within a week, prompting her to focus on engaged students However, conflicts arose with the class manager, Mr Kien, who disagreed with Trang's strict approach and defended students' disruptive behaviors This disagreement led to a disconnect between Trang, her students, and the center, ultimately resulting in her resignation after a year to start private English classes at home.
Trang started teaching English at home, focusing on improving her skills and her students' progress, charging minimal fees Seeing her students improve reinforced her passion for teaching As the number of students increased, she addressed issues like cheating with direct disciplinary actions, communicating directly with parents about student behavior and progress.
Trang faced challenges such as communication difficulties with parents, who sometimes distrusted her teaching quality and blamed her for students' poor performance, leading to tuition payment refusals These issues created operational difficulties and threatened the class quality Trang understood the need to protect her reputation and adopt a flexible approach when dealing with parents to prevent sabotage of her class.
Trang prioritizes students who are attentive and eager to improve, ensuring class progress and quality She dedicates significant time to finding the best teaching methods and resources for her students Despite personal sacrifices, Trang remains committed to her students' learning, even during holidays and the Covid-19 pandemic by transitioning to online classes.
Trang, lacking formal teacher training and fearing judgment due to her non-traditional background, felt insecure about her qualifications She worried parents would disapprove of her self-taught status, as they typically valued pedagogical degrees and experience in established schools Despite these insecurities, Trang maintained confidence and determination in her teaching.