04051001919 Quá trình kiến tạo nhân diện của giảng viên ngoại ngữ nghiên cứu trần thuật về những giảng viên tiếng Anh tại một Trường Đại học không chuyên ngữ tại Việt Nam
Introduction
Rationale of the study
There are two main rationales for doing this study: practical rationale and theoretical rationale
The research was motivated by the author's concerns regarding the challenges faced by English teachers in constructing and evolving their teacher identity at non-major universities in Vietnam As an English teacher and researcher in this unique context, the author aims to explore how these educators develop their identities where English is not the primary focus This study seeks to highlight the experiences of English teachers in non-major universities and to provide insights for educators and stakeholders on the dynamics of teacher identity in this specialized setting Despite the existing literature on teacher identity, there is a notable lack of research specifically addressing language teachers in non-major universities, making this study particularly significant.
Teacher identity plays a vital role in the teaching profession, as highlighted by Scott (2008) Researchers including Beauchamp & Thomas (2009), Beijard, Meijer & Verloop (2004), Moses et al (2017), Watt et al (2012), Lasky (2005), and Farrell have also emphasized its significance in both primary and secondary education.
Research on teacher identity development in university settings has been explored by various scholars, including Van Lankveld et al (2016), Duong (2020), and Kling Soren (2013) Additionally, Hersi (2018) has examined the differences in teacher identity between native and non-native educators.
Numerous identity theoretical frameworks have been suggested in prior research; however, their effectiveness in specific contexts, particularly in language non-major settings, is still ambiguous This study aims to enhance and expand these frameworks, offering a practical example of how Wenger (1998) and Clandinin & Connelly (2006) can be applied to future research on the construction and evolution of teacher identity.
Aim, objectives and scope of the study
1.2.1 Aim and objectives of the study
This study aims to investigate the development of teacher identity among English teachers at a non-major university in Vietnam The author seeks to highlight these teachers' experiences, drawing attention to their vulnerabilities and unique qualities, with the goal of encouraging university administrators to provide greater support in research and teaching practices The study has three main objectives.
(1) Exploration of how non-major English universities‟ teachers‟ professional identity evolves;
(2) Discovery of the factors that support or constrain the evolution of the construction of a language teacher identity;
(3) Identification of the strategies that these teachers used to negotiate the evolution of their teacher identity construction
This study investigates the evolution of identity construction of six English teachers who are now working in an English non-major university in Vietnam
In this study, the author has decided to focus on features including the
The evolution of a language teacher's identity is influenced by various supporting and constraining factors Additionally, teachers employ specific strategies to navigate and shape their identity throughout this developmental process.
This study focuses on the construction and evolution of teacher identity, intentionally excluding discussions on personal identity, social identity, and national identity.
Significance of the study
This study aims to enhance the visibility of English teachers at non-major universities in Vietnam, highlighting their unique challenges and strengths By raising awareness among university leadership about the vulnerabilities and capabilities of these educators, the findings can inform policy adjustments that support and encourage their professional development.
The study findings would be a reference source for researchers who are studying language teacher identity, in particular language teacher identity‟s construction in language non-major context
The study aims to enhance the awareness of English teachers in non-major universities regarding their teacher identity, enabling them to implement effective strategies for the construction of their professional identity.
Research questions
This study is carried out to seek answers to the three following research questions:
1 How does the construction of an English teacher identity evolve in an English non-major university context?
2 Which contextual factors support or constrain the evolution of the construction of an English teacher identity in an English non-major
3 What strategies do English teachers in non-major universities use to negotiate the evolution of their teacher identity construction?
The three questions were concerned with the process through which English teachers evolve their identities in an English non-major university environment
Question 1 was raised on the author‟s assumption that teacher identity is always evolving, but how it evolves is still to be studied
In an English non-major university setting, the author posits that various contextual factors influence the development of an English teacher's identity, either supporting or constraining this evolution.
Question 3 emerged because of the fact that English teachers had to negotiate their identity in that special context through different strategies during the process of evolution of their teacher identity.
Research method
This study investigates the evolution of English teachers' identities through narrative inquiry, focusing on the factors that facilitate or obstruct this development It aims to uncover the strategies employed by language teachers to navigate their professional identities, particularly in contexts where language is not the primary focus of study.
The current study collected two types of data: written narratives, which offered qualitative insights into participants' professional experiences, and oral narratives, which provided detailed specifics and validated the information from the written accounts.
Thesis structure
This study consists of the 5 following chapters:
This chapter aims at stating the rationale for the study, the aims and objectives of the study, the scope of the study and the research questions.
Literature review
Identities and teacher identity
This section explores the various types of identities, including social, national, personal, professional, and teacher identities In part 2.1, we will define these identities, followed by a discussion in part 2.2.
There are many ways to define identity These definitions of identity were mentioned in previous studies about identity
Norton (2000) defines identity as the way an individual perceives their relationship with the world, how this relationship evolves over time and across different contexts, and how it shapes their understanding of future possibilities.
Norton (2000) provides a definition that highlights the historical and spatial dimensions of identity construction; however, it remains incomplete as it fails to clearly articulate key elements such as context, interaction, and negotiation.
According to Hamilton & Pinnegar (2015), identity is a socially constructed concept that is shaped through our characteristics, relationships, experiences, and interactions with others This definition expands on Norton (2000) by incorporating previously overlooked aspects of identity, emphasizing the importance of context and negotiation in the formation of one's identity.
7 the involving of identity through narratives are still not expressed
Rodgers & Scott (2008) completed these above-mentioned definitions of identity by synthetizing four basic assumptions:
Contemporary views on identity are based on four key assumptions: first, identity is shaped by various contexts influenced by social, cultural, political, and historical factors; second, it is developed through relationships with others and is intertwined with emotions; third, identity is dynamic, unstable, and multifaceted; and fourth, it involves the ongoing construction and reconstruction of meaning through narratives over time.
Rodgers & Scott (2008) outlined key features of identity, yet they did not explicitly address its evolving nature This study presents a working definition that highlights essential components of identity for further exploration.
Identity is a dynamic belief and perception shaped by socially-constructed images accepted by both oneself and others It is influenced by various contextual factors and negotiated through diverse strategies, often revealed through personal narratives.
In the next part 2.1.2, different types of identity will be presented and discussed
There are various types of identity such as social identity, national identity, personal identity, professional identity and teacher identity which is a sub- category of professional identity
According to Deaux, “the term ‘social identity’ refers specifically to those aspects of a person that are defined in terms of his or her group memberships
Although most people are members of many different groups, only some of those groups are meaningful in terms of how we define ourselves.” (Deaux,
Social identity is inherently linked to group dynamics, emphasizing that it cannot exist in isolation Each person's identity is shaped through interactions with others in society, highlighting the interdependence of personal and social identities In essence, personal identity is constructed within the framework of social identity.
National identity is a complex concept Bruce et al (1999) have defined the concept of national identity as follows:
National identity is shaped by the elements that define it, which also connect various sub-cultures within a nation's borders.
National identity is intricately connected to elements such as culture, tradition, language, citizenship, religion, and ancestry This concept, much like social identity, is complex due to its association with various macro factors While both identities represent large groups, social identity tends to be more universal, whereas national identity encompasses unique characteristics that define each country and nation.
Olson (2003) distinguished the definitions of personal identity according to the general public and to the specialists:
Personal identity refers to the unique attributes that distinguish an individual from others It encompasses how one perceives and defines oneself, highlighting the characteristics that contribute to one's individuality.
Personal identity can be perceived differently across disciplines; psychologists often explore the question "Who am I?" while philosophers focus on the criteria for an individual's continuity over time Understanding these distinctions is crucial for grasping the complexities of personal identity.
Personal identity, while similarly defined by the general public and psychologists as the understanding of oneself and the answer to "Who am I?" at a specific moment, takes on a deeper meaning in philosophical discourse Philosophers emphasize the concept of chronological evolution, viewing personal identity as a continuous trajectory and ongoing progress over time.
Professional identity encompasses the physical, emotional, cognitive, and spiritual dimensions of human nature, shaped by interactions with various institutional, social, cultural, and political environments throughout an individual's life This identity is expressed through the roles of self-care, productivity, and leisure.
Professional identity is shaped by interactions within a specific group over time and space Different professions cultivate distinct professional identities; for instance, the teaching profession fosters a unique teacher identity, while the nursing field develops a nurse identity.
Relation of identities
Every person embodies various identities, including personal, national, and professional aspects As social beings, individuals are shaped by these diverse identities throughout their lives For instance, one can simultaneously be a teacher, a Vietnamese citizen, a parent, a spouse, and a child within their family.
Teacher identity is a specific aspect of professional identity, shaped primarily by the inherent qualities of the teaching profession It often reflects both the nature of teaching and individual characteristics of the educator.
Different identities are interconnected, sharing both similarities and differences, which can lead to collaboration or conflict When challenges arise, individuals must negotiate their identities, prompting the question: "Which identity will I embrace today—personal, national, professional, or specifically, teacher identity?"
Construction and evolution of identity
Regarding the evolution and the construction of professional identity, Jebril
(2008, pp 31-43) has formulated a theoretical foundation with seven following thematic categories:
(1) Professional identity construction is a continuous process: Beijaard et al (2004/2005), Cohen-Scali (2003), Gregg & Magilvy (2001), ệhlộn & Segesten (1998), Schryer & Spoel (2005), etc
(2) Professional identity development includes an ongoing integration of internal and external personal and professional factors: Geijsel & Meijers
(2005), ệhlộn & Segesten (1998), Mate & Kelly (1997), Matkin (1984), etc
(3) Professional identity is evolving: Ibarra (1999), Brott & Myers (1999);
(4) Professional identity is developmental process that evolves through one’s life and starts at childhood and particularly at adolescent: Crain (2005),
(5) Professional identity is adaptive in nature: Ibarra (1999), King (1978)
(6) Professional identity is highly correlated to personal identity: Geijsel &
(7) Professional identity is learned phenomenon: Geijsel & Meijers (2005),
Crain (2005), Erikson (1985/1994), ệhlộn and Segesten (1998), etc
Teacher identity, as a subset of professional identity, encompasses the characteristics and processes involved in its construction and evolution It is closely tied to a teacher's self-perception and unique attributes, as noted by Richards (2021) Key elements of teacher identity include commitment, self-esteem, agency, and self-efficacy, all of which significantly impact how teachers address challenges in their teaching and professional growth Commitment reflects a teacher's engagement with their teaching practices, while self-esteem pertains to their self-perception and belief in their success Agency denotes the ability of teachers to actively influence and manage changes in their teaching and professional development.
Contextual factors supporting or constraining the evolution of the
Studies conducted by Cohen-Scali (2003), Ibarra (1999), Mate & Kelly
(1997) and Matkin (1984) stated that the contextual factors supporting or constraining professional identity development are related to different factors such as environmental and psycho-social factors and profession status
Teacher identity, according to Miller (2008, p 174), is considered to be
Identity is viewed as a dynamic process characterized by change and resistance, as teachers acquire professional knowledge and experience while planning for their personal and professional development (Tsui, 2003, p 35).
The construction of a teacher's identity is influenced by the cultural and sociopolitical environment in which they operate (Beijaard et al., 2004, p 113) Teaching contexts can be categorized into two distinct types.
The article discusses 15 categories of educational contexts, distinguishing between favouring and disfavouring conditions Favouring conditions, as defined by Pennington & Richards (2016), include positive factors that enhance teaching and learning, such as small class sizes, excellent facilities, skilled administrators, and effective compensation systems In contrast, disfavouring conditions refer to the negative factors that hinder educational effectiveness.
“negative influences or inhibiting factors that constrain teaching and learning
(e.g large class size; substandard and/or limited facilities, resources, and equipment; unskilled and unsupportive administrators; poor compensation, benefits, and reward system for teaching).”
Various factors can influence the development of identity in distinct ways, either hindering or facilitating identity formation based on the individual's context.
Language teachers often cite challenging physical and administrative conditions, such as large class sizes and insufficient resources, as key factors affecting their teaching performance This perspective contrasts with their understanding of best practices and teaching ideals When faced with these unfavorable circumstances, teachers may find their goals diverging from their actual classroom behavior, leading to a lack of motivation Consequently, the struggle to align their professional identity with their beliefs can result in diminished motivation among teachers.
According to Van Lankveld et al (2017, p 332), strengthening/ constraining factors and psychological processes are linked to each other:
Wider context of higher education
A strong sense of commitment is essential for envisioning a successful career trajectory in teaching The interplay between various strengthening and constraining factors, along with psychological processes, significantly influences the development of educators Each factor can trigger multiple psychological responses, while specific psychological processes may arise as a result of these influencing factors.
Identity negotiation
Identity negotiations, a concept first introduced by Secord and Backman in 1964 and further developed by Swann in 1983 and Schlenker in 1985, emphasize the dynamic nature of identity within social contexts Wenger (1998) defines negotiability as the capacity to contribute to, take responsibility for, and influence the meanings that are significant within a social framework.
Identity negotiation is crucial in dyadic interactions, as it helps reconcile competing processes (Swann, 1987) According to identity negotiation theory, individuals thrive when their identities receive organizational support (Swann et al., 2000) Conversely, a failure in this negotiation process can lead to various interpersonal challenges (Campbell, McHenry, & Wise, 1990).
Research by Vọhọsantanen & Etelọpelto (2011) highlights the significant impact of social influence on the negotiation of teacher identity Teachers who align closely with societal expectations regarding their roles and educational values find it easier to navigate their professional identities.
According to Hall (2004), the influence of others is essential in shaping identity, making the negotiation of professional identities challenging when there is a discrepancy between expected and current identities In such situations, individuals may exercise agency to reshape their professional identity to align with societal expectations (Hodkinson et al 2008) This concept is further emphasized by Pishgadam, Golzar, and Miri (2022), who state that identity negotiation is influenced by social interactions and the surrounding environment, highlighting the relational nature of identity.
Teachers' views and attitudes are likely to change significantly when they observe improvements in their students' academic performance (Guskey, 2002) While teachers can adapt their behavior, their identity and mission remain more stable (Korthagen, 2004) Additionally, a teacher's professional identity is shaped by the technical knowledge gained over time, including skills in classroom management and subject expertise (Jourdan et al., 2016).
In conclusion, teacher identity negotiation:
- depends on the context, people and environment related;
- is influenced by social expectations and the gap between the present identity and the expected identity;
- performs through professional knowledge acquired over time;
- is represented by different strategies of negotiation.
Strategies for negotiation of teacher identity
Fernández González (2018) identified eight strategies for negotiating the identities of performers and teachers, which include moratorium, diffusion, dichotomy, narrow vision involvement, performers who teach by chance, assimilation or dominance of unwilling teachers, and quasi-integration.
The eight integration strategies, defined by personal commitment, involvement, perceived freedom, and the breadth and accuracy of professional image, as well as personal and social recognition, were specifically developed by music teachers Therefore, these strategies may not be applicable to other educators, such as those teaching foreign languages.
On the strategy of negotiation, Deaux (2001) stated that:
Finding a niche that allows for the expression of favored identities is ideal; however, unfavorable circumstances can create challenges Individuals from stigmatized social categories may face identity threats that necessitate coping strategies This can involve downplaying the significance of their identity or actively seeking environments where it is more positively acknowledged.
Deaux's statement offers a broader perspective on teacher identity negotiation strategies, applicable across various contexts rather than targeting a specific group of educators Ideally, teachers thrive in environments that foster their identity development; however, they frequently encounter challenging situations that require them to employ diverse negotiation strategies In these scenarios, teachers must navigate their multiple identities, carefully considering the advantages and disadvantages of emphasizing or downplaying certain aspects of their identity.
Building on prior research regarding identity negotiation strategies and incorporating additional elements not previously addressed, this study presents a working definition of the strategy for negotiating teacher identity.
The strategy for negotiating teacher identity involves behaviors and actions that educators use to establish their roles and gain recognition within their institutions and communities of practice (CoP).
This working definition further clarified the nature of identity negotiation strategies and the context in which they are involved such as the working institution and the CoP.
Teacher identity conceptual frameworks
The present study is based on two following frameworks: Wenger‟s framework on the dual process of identity formation and Clandinin & Connelly (2006)‟s framework on the three-dimensional space
2.7.1 Wenger’s framework on the dual process of identity formation
Wenger's framework is effective for analyzing the construction and evolution of teacher identity, as demonstrated in previous studies (Tsui, 2007; Williams, 2010; Mai & Tran, 2021) According to Wenger (1998), the development of communities of practice occurs within sociopolitical and cultural contexts, influencing how individuals form their teacher identity when they strive to integrate into a community of educators.
Wenger (1998) outlines four key components of learning that form a foundational framework for a social theory of learning: meaning, practice, community, and identity These elements are visually represented in Figure 1, illustrating the interconnectedness of Wenger's social learning theory.
Figure 1: Components of Wenger’s social theory of learning (Murillo E.,
Meaning reflects our capacity to perceive the world as significant, while practice encompasses the collective historical and social resources that foster collaborative action Community refers to the social structures that define our endeavors and validate our participation as skilled individuals Lastly, identity illustrates how learning transforms our sense of self.
An individual's identity is shaped not only by self-perception and external perceptions but also by daily experiences Wenger emphasizes that identity emerges from the balance between our commitment to different communities and our capacity to interpret the significance of those relationships.
Therefore, identity formation is a dual process of identification and negotiation of meanings
Identification is a crucial aspect of identity formation, where individuals create their own relationships and distinctions According to Wenger's model of modes of belonging, there are three key sources of identification: engagement, imagination, and alignment.
Figure 2: Wenger’s model of modes of belonging (Fox, A., 2012, p 78, adapted from Wenger, 1998, p 174)
Engagement involves investing in actions and relationships within a community, serving as a means of belonging and identity through three key processes: ongoing negotiation of meaning, formation of trajectories, and unfolding histories of practice (Wenger, 1998) Imagination is defined as the creation of self-images and worldviews that extend beyond mere engagement (Wenger, 1998) Alignment connects community members by reflecting their practices within the community's culture, thereby merging the identity of the larger group with that of its individual members.
The three distinct modes of belonging enhance identity across space and time in unique ways Each mode possesses its own strengths and weaknesses, making their effective combination essential for optimal results.
The other half of identity formation is negotiability Figure 3 shows the negotiation of meaning as a duality of participation and reification:
Figure 3: Negotiation of meaning as a duality of participation and reification (Wenger, 1998, p 63)
Wenger (1998) emphasizes that negotiating meanings is crucial for identity formation, influencing how individuals contribute to and shape the meanings they are invested in This process involves both participation and the reification of meanings within a community of practice.
This framework's strength lies in its lack of a definitive beginning or ending, allowing elements to coexist independently Identity can be viewed from various perspectives, such as learning, practice, and community of practice However, the model does not illustrate the interconnected relationships among these elements.
The present study builds upon Wenger's (1998) theoretical framework, which effectively addresses many components of teacher identity construction and evolution; however, it lacks clarity regarding historical and spatial dimensions To address this gap, it is essential to integrate Wenger's framework with Clandinin and Connelly's (2006) three-dimensional space framework, creating a more comprehensive theoretical foundation for the study.
2.7.2 Clandinin & Connelly (2006)’s framework on the three-dimensional space
According to Clandinin & Connelly (2006), the formation of identity happens in a three-dimensional space: backwards and forwards, inwards and outwards, and at a certain place
Table 2: The Three-Dimensional Space Narrative Structure (Aguilar, J.,
2011, p 92, adapted from Conelly and Clandinin, 2006)
The first dimension, "backward and forwards," refers to temporality and encompasses teachers' experiences across the past, present, and future The second dimension, "inwards and outwards," addresses internal conditions like hope, frustration, and moral dispositions Together, these dimensions facilitate the exploration of the formation and evolution of teacher identity.
24 relation to inner emotions and outer interactions The last dimension is about elements related to the context of identity formation
The integration of Conelly and Clandinin's Three-Dimensional Space Narrative Structure with Wenger's (1998) framework establishes a comprehensive conceptual framework for the study discussed in section 3.7.
Review of previous related studies and research gap
2.8.1 Review of previous related studies
Studies on identity have been increasingly developed in recent years Most of them were qualitative studies Indeed, according to Van Lankveld et al
In a study conducted by Van Lankveld et al (2017), it was found that 57 out of 59 articles on teacher identity were qualitative, with only two employing a quantitative approach The qualitative studies were primarily framed within a constructivist paradigm, while the quantitative studies were situated in a post-positivist paradigm.
Research on teacher identity can be categorized into three main orientations The first orientation examines identity as a multidimensional construct, highlighting the interactions among various sub-identities (MacLure, 1993; Samuel & Stephens, 2000; Beijard, Meije & Verloop, 2004) The second orientation explores the interplay between personal and social processes in the construction of identity (Antonek, Mc Cormick & Donato, 1997) Lastly, the third orientation investigates the connections between personal motivation, agency, and community structure in shaping identity (Coldron & Smith, 1999; Moore, Edwards, Halpin & George, 2002).
Current research on teacher identity emphasizes that it is not a static concept but rather a dynamic process of becoming (Deleuze, 1994; ệhlộn & Segesten, 1998; Brott & Myers, 1999; Ibarra, 1999; Eisler, 2004; Rodgers & Scott, 2008; Hamilton & Pinnegar, 2015) Vokatis & Zhang identify five key features of teachers' identity, highlighting their role as professional knowledge builders.
25 new visions of teaching for continual improvement of knowledge building,
Teachers should engage as co-learners to establish symmetrical relationships with students, fostering a sense of shared responsibility They must also act as problem-solvers and barrier-breakers, adopting a proactive stance in their practice contexts Additionally, being part of a professional community that promotes collaboration, innovation, and continuous improvement is essential An empowering relationship with the principal, who supports teacher innovation and collaboration, further enhances this environment According to Liu & Yin (2022), there are three approaches to exploring teacher identity: the technical approach, the practical approach, and the critical approach.
Teachers experience six key stages in their career evolution: novice, apprentice, professional, expert, distinguished, and emeritus (Steffy et al., 2000; Steffy & Wolfe, 2001) University educators must continually evaluate their roles amidst the uncertainties and fluctuations within their fields, as well as the evolving opportunities within academic institutions (Kreber, 2009; Billot, 2010; McAlpine and Akerlind, 2010).
Research on teacher identity encompasses a diverse range of participants across various educational levels, from primary schools to higher education institutions Notable studies in primary and secondary education include contributions from Beauchamp & Thomas (2009), Beijard, Meijer & Verloop (2004), Moses et al (2017), Watt et al (2012), Lasky (2005), and Farrell (2011) Additionally, the development of teacher identity in university settings has been explored by researchers such as Van Lankveld et al (2016), Duong (2020), and Kling Soren (2013) This body of work also examines the distinctions in teacher identity between native and non-native educators.
26 native teachers have been drawn by Abdo Hersi (2018), Mannes (2020), etc
In Vietnam, the exploration of teacher identity is gaining significant attention, with most studies conducted by local authors employing qualitative research methods such as case studies and narrative inquiry These studies have utilized various data sources, including narratives from the Tree of Life activity (Dao, 2021), social media posts and videos (Mai & Tran, 2021; Do, 2021), official documents like mission statements and English Language Teaching curricula (Tran et al., 2021), as well as semi-structured interviews and class observations (Tran et al., 2021; Do, 2021).
Phan & Phan (2006) explore the role of English as an international language within the context of Vietnamese educational morality and the identity of English language teachers Additionally, Le & Phan (2013) address the challenges associated with the culture of learning English in Vietnam These studies utilize theoretical frameworks such as Clandinin & Connelly's (1990) three-dimensional space of narrative inquiry and Wenger's (1998) concepts, as referenced in works by Dao (2021), Mai & Tran (2021), and Do (2021).
Research on teacher identity has significantly increased over the past decade, particularly in primary and secondary education; however, there is a notable lack of studies focusing on language teachers at non-major universities Furthermore, existing data collection methods have primarily emphasized interviews, neglecting written reflections from teachers regarding their teaching experiences and careers Additionally, previous research has not clearly identified many strategies for identity negotiation, especially within the context of Vietnamese universities This study aims to address these gaps in the literature.
Research Methodology
Research context
In Vietnam, English is a key subject at the university level, essential for students pursuing BA, MA, or PhD degrees in English, and is also a mandatory course for those in other fields Research by Hoang Van Van et al (2008) indicates that approximately 94% of undergraduates and 92% of graduates are engaged in English studies.
Each university determines its own teaching program and foreign language outcome standards In Vietnam, for instance, some universities that do not specialize in English require undergraduate students to achieve a level B1 proficiency according to the Common European Framework of Reference for Languages (CEFR).
The English teaching program at the university is designed to equip students with the necessary skills to achieve a B1 level in foreign language proficiency, as per the CEFR standards required for graduation Accepted international certificates include IELTS (4.5), Cambridge Exams (140 PET), TOEFL iBT (45), and TOEIC (450 in Listening and Reading) First-year students utilize the textbook "Life" (John Hughes et al., 2nd Vietnamese Edition, A2-B1, National Geographic Learning), supplemented by "Introduction to Medical."
English” (internal publication, written by teachers from the Foreign
Languages Department of the university)
The first-year English program includes three modules: Foreign Language 1 and Foreign Language 2, each worth 3 credits, and Foreign Language 3, which is worth 2 credits In subsequent years, the curriculum expands to include four additional modules focused on Medical English.
Academic Project: Ngoại ngữ 4, Ngoại ngữ 5, Ngoại ngữ 6, Ngoại ngữ 7 (1 credit/module, from 2 nd year to 6 th year)
At this English non-major university, English is a compulsory subject for all students throughout their academic years, though it is not regarded as a privileged subject.
Research questions
The present study attempts to address the following research questions:
1 How does the construction of an English teacher identity evolve in an English non-major university context?
2 Which contextual factors support or constrain the evolution of the construction of an English teacher identity in an English non-major university?
3 What strategies do English teachers in non-major universities use to negotiate the evolution of their teacher identity construction?
The three research questions stem from the study's objectives, focusing on the evolution of professional identity among non-major English university teachers Research question 1 addresses how this professional identity develops, while research question 2 investigates the factors that either support or hinder this evolution Lastly, research question 3 seeks to identify the strategies employed by these teachers to navigate their identity construction.
Research paradigm
This study adopts a Constructivism paradigm to explore the evolution of teacher identity construction, focusing on the narratives and perspectives of participants.
29 subjective world of human experience and on the base that reality is socially constructed
This research adopts a subjectivist epistemology, emphasizing the social construction of knowledge through participants' personal experiences It involves interactive processes like interviewing, recording, questioning, and writing to gather insights from real-life situations.
This study adopts a relativist ontology, emphasizing that meaning is constructed from diverse realities shaped by human interactions between the researcher and participants Utilizing a naturalist methodology, data is gathered through both oral narratives from interviews and written reflections In terms of axiology, the researcher aims to provide a balanced account of the study's findings.
Research approach
There are different research approaches suited to the Constructivist paradigm such as naturalist observation, narrative inquiry, case study, grounded theory, phenomenology, hermeneutics, ethnography, phenomenography and action research
This study explores the evolution of English teacher identity at a non-major university in Vietnam through narrative inquiry The author aims to understand how teacher identities develop and the factors that either support or hinder this evolution Additionally, the research seeks to identify the strategies employed by these teachers to navigate their identity construction process.
In his novel Nausea, Jean-Paul Sartre (1938) gave a philosophical point of view about the narrative nature of humans:
A man is often captivated by the narratives he tells and those of others, perceiving his experiences through these tales He endeavors to navigate life as if he were narrating his own story.
Indeed, narrative is a natural habit of humans and it constitutes reality Gimenez (2010) expressed his fascination with narrative:
Narrative is often used interchangeably with „story‟, „life story‟,
The terms "account," "discourse," "narration," and "tale" are often used interchangeably, reflecting minimal differences in meaning Additionally, "narrative" encompasses various interpretations, including "the telling of something," "a story," or "stories," as well as serving as a method of analysis, such as in "narrative inquiry" (Gimenez in Litosseliti, 2010, p 200).
According to Creswell (2007), there are five common research designs in qualitative research which are: narrative study, phenomenology, grounded theory, ethnography and case study
Narrative inquiry is defined by researchers as the exploration of how individuals derive meaning from their experiences through the continuous telling and retelling of their stories This process not only reshapes their understanding of the past but also helps to establish a sense of purpose for the future.
Research involving narratives encompasses a variety of forms, including stories, interviews, and artifacts that possess inherent narrative qualities According to Connelly and Clandinin (1988), this approach serves as a comprehensive framework for storytelling in research Barkhuizen et al (2013) emphasize the significance of narratives in understanding experiences, while Schaafsma and Vinz (2011) highlight the collaborative nature of co-constructed narratives, underscoring the multifaceted aspects of storytelling in research contexts.
Baden & Major (2013) mentioned the four different ways of using narrative:
(1) to understand human experience, to use narrative as (2) data, (3) a method or (4) a research product
According to Vanaken et al (2021), narratives can be categorized into written and oral forms Research by Drijbooms et al (2017) and Eaton (2005) indicates that written narratives tend to be more complete, complex, and coherent compared to their oral counterparts However, contrasting views are presented by Balon and Rimé (2016) and Chafe and Tannen, highlighting the ongoing debate in narrative studies.
(1987) claim that there are little or no differences between the former and the latter
3.4.3 Pros and Cons of narrative inquiry
Savin-Baden & Van Niekerk (2007, p 466-467) mentioned the advantages and the difficulties of using the narrative approach:
(1) It is relatively easy to get people to tell stories since most people are pleased to share a story about themselves
(2) Gaining in-depth data (thick description) is possible because this often occurs with ease in narrated events
Participants can achieve deeper understanding and reflection by sharing their stories and revisiting their experiences later.
People generally reveal truths in their narratives, and any attempts to conceal them often become evident through detailed data analysis While narrative inquiry has its strengths, it also comes with certain limitations.
(1) Stories can be difficult to interpret in terms of the relationship between the storytelling in the interview and the story-making in the presentation of data
(2) Decisions need to be made about whose story it is and how it is interpreted and reinterpreted; this becomes complicated if the
In narrative inquiry, researchers must be vigilant in safeguarding their participants, particularly when individuals express disagreement with the presentation or wish to include potentially harmful data This responsibility often extends to protecting participants from their own decisions.
Recognizing the disagreement between the participant (narrator) and the listener (researcher) is crucial, as it can enhance understanding and reveal potential misinterpretations that may otherwise go unnoticed.
(3) It is often difficult to decide the relationship between the narrative account, the interpretation, and the retold story
(4) The negotiation of data interpretation and presentation of data can be continually troublesome
Researchers must recognize the advantages and disadvantages of narrative inquiry to enhance its strengths and mitigate its weaknesses, ensuring rigorous research and minimizing biases in findings.
Narrative inquiry, despite its limitations, is a valuable method for examining teacher identity, as highlighted by Barkhuizen et al (2013), who state that it enables an understanding of how language teachers and learners construct and express their experiences and identities This research employs narrative inquiry to effectively explore the construction of English teacher identity at a non-major university in Vietnam, facilitating a deeper understanding of the participants' professional experiences, as noted by Clandinin & Connelly (2006).
“narrative inquiry is a way of understanding experience […] Simply stated,
[…] narrative inquiry is stories lived and told.” (p 20)
Research design
The research design of this study is qualitative research
Cresswell (2003, p 181-182) recommended Rossman and Rallis (1998)‟s thoughts on the characteristics of qualitative research, which:
(1) takes place in natural settings
(2) uses multiple methods that are interactive and humanistic
(3) is emergent rather than tightly prefigured
This study was conducted at the participants' workplaces or universities, providing the researcher with in-depth insights into their contexts and experiences It utilized a combination of interviews and written reflections, ensuring active participation from the participants The interview questions were adapted to align more closely with the study's objectives Additionally, the researcher described the individuals and settings, analyzed the data for themes, and drew conclusions based on the findings.
Data collection
The 6 participants in this study are teachers of English in a foreign languages department of an English non-major university in Vietnam, and more precisely, they are language teachers at a medical university Therefore, besides teaching English as a foreign language, they are also involved in teaching English for Medical Purposes The participants (4 women and 2 men) are aged from 31 to 41 years old and some of them had different professional experiences before teaching at that university (i.e translator,
The study involved 34 participants, including administrative staff and international company employees, all holding Master's degrees in English Teaching Methodology or English Linguistics Participants were selected for three main reasons: first, the author's familiarity with these teachers, who work at her university, allows for a deeper understanding of their cultural context, motivations, and professional development Second, they share a similar professional environment as English non-major university educators in Vietnam and have comparable educational backgrounds as former students of a Vietnamese language university Lastly, the group is representative, with 6 out of 10 lecturers chosen to reflect the broader cohort, ensuring relevance for the research questions.
Table 3 below shows the general information about the participants of the study To assure participants‟ anonymity, their names were replaced with pseudonyms
Table 3 Overview of the participants
Pseudo Study Gender Position Age
Number of years teaching English
This overview provides essential background information on the participants, detailing their educational background, gender, job position, age, total years of work experience, years spent teaching English, and their English proficiency certification.
According to Clandinin & Connelly (2006), there are many narrative inquiry approaches such as autobiographies, biographies, journal writings, family stories, photographs and personal-family social artifacts For Phil Benson
(2014), four main sources of data of narrative research are autobiographies, reflections, memoirs and interviews (p 157)
Savin-Baden and Van Niekerk (2007) highlight that narrative inquiry utilizes various data sources, including field notes from shared experiences, participant journal records, unstructured interviews, storytelling, letter writing, and both autobiographical and biographical writing (p 463).
This study will collect two types of data: written narratives that offer qualitative insights into participants' professional experiences, and oral narrative interviews that will elaborate on and validate the written information Conducting the interviews in Vietnamese is intended to enhance participants' comfort in sharing their professional life stories.
Table 4 provides an overview of the data collection methods
1 Written narratives Sample narrative frame
6 reflective journals written by 6 participants
Interview guideline with open-ended questions
6 audio records and transcribed interviews
The written narratives data are teachers‟ journal about their reflections on teachers‟ practices, teaching context, emotions, development and language learning, as suggested by Backhuizen, Benson & Chik (2014, p 40)
To assist participants who may not be experienced in writing reflective journals, a narrative frame is employed to guide the writing process This narrative frame serves as a structured template, featuring a series of incomplete sentences and varying lengths of blank spaces, effectively creating a skeletal form of a story (Barkhuizen).
The written narrative data is collected through a sample narrative frame adapted from Wette & Barkhuizen, 2009 in Barkhuizen, Benson & Chik
This framework seeks to gather essential background information from teachers regarding their training, experience in language instruction, and various factors that may shape their professional identity.
As mentioned earlier, in this study, written narratives are not the only data collection method, but are accompanied by oral narrative interviews
Oral narrative interviews utilizing open-ended questions serve as a valuable data collection method to enhance written narratives, enabling participants to elaborate on key issues while assisting researchers in interpreting responses (Dửrnyei, 2007) These questions are directly aligned with the study's aims and objectives.
According to Jovchelovitch and Bauer (2000), there are four basic phases of the narrative interview: (1) Initiation (start recording, and present the initial topic),
(2) Main narration (no questioning, only non-verbal encouragement), (3) Questioning phase (only immanent questions), (4) Concluding talk (stop recording and continue the conversation as it comes) (p 4)
The interview guideline developed from the four principles of Hollway & Jefferson (2000) aims to enhance the interviewee's expression of meaning Key strategies include utilizing open-ended questions, encouraging storytelling, and avoiding leading inquiries.
“why” questions, (4) Follow up using respondents‟ ordering and phrasing:
Research questions & related concepts Questions
1/ Construction & Evolution of teacher identity
1) Life stories and learning experiences in the past
Tell me about your learning experiences in the past
When and where did you begin learning English?
Tell me about some of the problems, fears, and struggles you had learning English
Tell me about some of your successes and accomplishments
Who do you consider your favorite teacher?
To what extent did learning English change you?
Did you feel like a different „kind of person‟ when you spoke English?
2) Becoming an English language teacher (ELT)
Tell me about how you became an English teacher
Tell me how did you choose to be a teacher and how has your background influenced your teaching belief?
Before becoming a teacher, I envisioned myself as an inspiring educator who would foster a love for learning The most significant influence on my teaching has come from mentors who shaped my knowledge, skills, and performance My relationships with colleagues, students, and administrators are built on mutual respect and collaboration, creating a supportive environment that enhances the educational experience.
Could you please tell me about your current professional development programs?
Research questions & related concepts Questions
What are the most significance challenges that you encounter in your career?
How do you overcome these challenges? How do you describe yourself as a teacher? How do your students, colleagues and administrator evaluate you as a teacher (knowledge, skills, and performance)?
Could you tell me about your success and achievement as a teacher?
2/ Contextual factors that support or constrain the evolution of teacher identity
- Situation/Place (Context, place, time, etc.)
3) The current teaching experiences and self-descriptions
What are your strengths and weakness as an EFL teacher in an English non-major university?
How do you define a good teacher?
Please tell me about your present teaching situation
Could you please tell me about contextual factors that influence you?
When do you feel angry, frustrated, self- confident, discouraged, marginalized, and empowered (in the classroom and in the institution)?
How do you overcome negative emotions? How do personal problems and critical issues impact your performance?
What makes you feel belonged to a community of practice (COP)?
What is the role of a COP in your career?
3/ Strategies of negotiation of teacher identity
4) Challenges, self-perceptions and future plans
Research questions & related concepts Questions
How do you see your future in ELT?
Do you think you are going to change your career in the future?
Could you please tell me about your professional development plan for the future? What are your expectations of the institution in the future?
Do you have anything to add? Do you have any questions, comments or concerns?
This interview guideline enhances data collection by addressing unclear ideas or subtle meanings that participants may struggle to convey in written narratives The author adapted the order of questions as needed, using them flexibly to suit the conversation.
Theoretical framework for the study
Wenger's (1998) framework on identity formation highlights the significance of social participation in shaping professional identities, particularly in the context of teacher identity Previous studies have shown that the development of teacher identity is closely tied to engagement in communities of practice, influenced by contextual factors and the negotiation strategies employed by educators.
The framework of Clandinin & Connelly (2006) enhances the understanding of Wenger's (1998) elements by exploring the three-dimensional space of identity construction among English teachers at a non-major university in Vietnam This approach focuses on the temporality of narratives, providing a comprehensive analysis of how identity evolves in this context.
1), contextual elements (research question 2) and personal and social interaction (research question 3)
The integration of the two frameworks was selected to develop the theoretical framework for this study, addressing the three research questions outlined in Table 5.
Table 5: Integration of both two frameworks in relation to the research questions
N o Research questions Frameworks Chosen elements of the related framework
How does the construction of an
English teacher identity evolve in an English non-major university context?
Continuity/Temporality (Past - Backwards, Present - Current experiences, Future
Which contextual factors support or constrain the evolution of the construction of an
English teacher identity in an English non-major university?
English teachers in non- major universities use to negotiate the evolution of their teacher identity construction?
Practice (Doing) The integration of the two frameworks of Wenger (1998) and Clandinin & Connelly (2006) results in the following conceptual framework for the study:
Figure 4: Framework of the study
Teacher identity is shaped by three key elements: the development and transformation of identity over time and through various roles, the contextual influences that either facilitate or hinder this evolution, and the negotiation strategies that emerge from personal and social interactions, experiences, and practices within a community of practice.
Analytical framework for the study
Dawson (2007) highlights that the choice of qualitative data analysis methods varies based on the research topic, the researcher's personal preferences, and the available resources, including time, equipment, and finances.
In this study, thematic analysis is used for the analysis of the data
Thematic analysis, as described by Braun & Clarke (2006), is a qualitative data analysis method that involves identifying, analyzing, and reporting recurring patterns within a data set Kiger & Varpio (2020) further emphasize its significance in qualitative research.
43 method for describing data, but it also involves interpretation in the processes of selecting codes and constructing themes.” (p 2)
Thematic analysis is a robust method for understanding experiences, thoughts, or behaviors within a data set, as highlighted by Braun & Clarke (2012, cited in Kiger & Varpio, 2020).
This study involved collecting teachers' written reflections and recording interviews, which were subsequently transcribed and translated from Vietnamese to English The analysis followed the six-step method outlined by Braun & Clarke (2006).
Step 1: Familiarizing yourself with the data
Step 5: Defining and Naming Themes
Step 6: Producing the Report/Manuscript
These six above-mentioned steps were followed in order to identify the key themes related to teacher identity issues
First, each interview was transcribed simultaneously during interview time with the application Gboard and then translated from Vietnamese into
The author reviewed each transcript multiple times to identify any errors in the automatic transcription Subsequently, the transcripts were printed for data analysis Digital data, including interview recordings, transcripts, and written reflections, are organized and stored in individual folders to streamline the analysis process.
After the first step, codes were created in the second step by looking through all the data once more and coding significant aspects
The third step involved grouping codes into potential themes, while the fourth
44 step was about refining the themes that had been selected Due to the lack of sufficient evidence, certain themes were integrated while others were divided
In the sixth step, the report was produced and included extracts that were related to the research questions and the literature
At a university where English is a compulsory subject for non-major students, English teachers face various challenges in developing their language teacher identity This qualitative study, grounded in the Constructivism paradigm and utilizing narrative inquiry, investigates how teacher identity evolves, the factors that influence this evolution, and the strategies employed by teachers to navigate their identity construction in this specific context.
The selection of the six participants was based on the author's familiarity with the teachers, ensuring a deeper exploration of the cultural context, similarities in their professional environments, and the group's representativeness These participants are well-suited for data collection related to the research questions Two types of data will be gathered: written narratives, which consist of teachers' journals reflecting on their teaching experiences, and oral narratives, obtained through interviews featuring open-ended questions.
This study utilizes an integrated theoretical framework based on Wenger's (1998) and Clandinin & Connelly's (2006) frameworks The incorporation of these two perspectives enhances the understanding of the key elements within the framework by providing a comprehensive three-dimensional space.
45 of Wenger (1998) to investigate the evolution of identity construction of English teachers at an English non-major university in Vietnam
Concerning the analytical framework, thematic analysis which based on the method mentioned by Braun & Clarke (2006) was used for the analysis of the data in this study
Findings and analysis
Construction and evolution of teacher identity
The process of construction and evolution of teacher identity are interrelated, they cannot exist without each other Once the teacher's identity is constructed, it starts to evolve
4.1.1.1 From family background to the choice of being a teacher
Family background significantly influenced the participants' decision to pursue a teaching career A strong sense of tradition emerged as a key factor, as highlighted by Quynh, whose family lineage includes teachers spanning generations, including her grandparents, mother, and sister.
Starting from being interested in English first, then because of the family tradition of pedagogy, I chose to be an English teacher (Excerpt
Even if Ngoc‟s parents weren‟t teachers, they oriented him toward a teaching career, as they did with his older sister:
Having a supportive family background significantly influences career choices If my parents hadn't encouraged a teaching career, I might have pursued a profession involving English, like translation or business, similar to many of my friends Ultimately, my family's values and expectations played a crucial role in my decision to become a teacher.
Family background significantly influences the decision to become a teacher and shapes teacher identity Family members serve as a vital source of inspiration for teacher identity, whether they are educators themselves or have a deep appreciation for the teaching profession.
4.1.1.2 Previous learning experiences and influence of past teachers on teaching orientation and practices
Participants' narratives revealed that their past experiences as learners and the influence of their own teachers significantly shaped their interest in teaching and their instructional methods They recalled inspiring teachers whose positive impact helped define the type of educator they aspired to become.
Choosing a teaching career often leads individuals to engage in a community of practice (CoP), where the influence of former teachers plays a crucial role These past educators serve as sources of inspiration and role models, significantly shaping the teaching paths of new participants.
There are two teachers in my life that I like, one is my older sister My
My older sister was my first English teacher, and her achievements inspired me to pursue a career as an English teacher myself Additionally, I had a lecturer who further influenced my journey, along with Mr Le Van A, whose teaching philosophy resonated with me Thanks to their guidance, I have gained confidence in my English language skills.
The influence of past teachers is also manifested in Thanh‟s narratives:
My two American university teachers have had a significant impact on me due to their professionalism, punctuality, and engaging lectures I am particularly impressed by how they incorporate elements of American culture into their teaching, making the lessons lively and informative.
The past teachers played an important role in participants‟ decisions to choose teaching, whether they are family members, Vietnamese or foreign teachers
4.1.1.3 Positive sense of belonging to the profession
Being a teacher is perceived by all the participants as a positive experience They all employ the adjective “proud” to talk about their profession:
I am proud to be an English teacher (Excerpt 5/Reflection 1/Thanh; Excerpt 5/Reflection 2/Anh; Excerpt 5/Reflection 3/Thu; Excerpt 5/Reflection 4/Quynh; Excerpt 5/Reflection 5/Ngoc; Excerpt 5/Reflection 6/My)
The reactions when someone introduces them as an English teacher are
Participants expressed a range of emotions, with Thanh feeling "favourable," Thu being "DELIGHTED," Anh exuding "confidence," Quynh feeling "proud," and My showcasing "a smile with pride." In contrast, Ngoc described his reaction as "neutral," while still affirming his engagement.
49 was proud of being a teacher
This positive self-esteem also relates to the value they attribute to English language teaching as a profession and contributes to their social competence, emotional support and feelings of confidence
4.1.1.4 Uniqueness and vulnerability of language teacher identity in a language non-major context
Participants highlighted their unique role as language teachers in a medical university, where they not only teach English as a Foreign Language (EFL) but also Medical English While teaching General English poses no significant challenges, they face numerous difficulties in instructing Medical English To fulfill the university's requirements and the teaching program, these educators have taken the initiative to learn medical terminology and relevant medical knowledge, enabling them to write textbooks and effectively teach this specialized form of English.
My profession stands out due to the unique characteristics of my students, who are medical students over the age of 18 This distinctiveness drives me to continually enhance my medical knowledge and improve my English skills.
Medical English distinguishes my profession from others, as it encompasses specialized terminology unique to the field This distinct characteristic enhances the uniqueness of my profession, given that only medical universities offer medical English as a subject.
For Ngoc, being an English teacher at a medical university is advantageous in
50 the way that he is proud of the working environment where he is involved, and that he can take it as an opportunity to improve himself:
Being an English teacher at X University of Medicine and Pharmacy allows me to teach in a non-specialist environment, which I find very fulfilling I take pride in this role, as the students, despite not being in an English major, demonstrate excellent perception and personality This motivates us, as English teachers, to continually enhance our skills, explore diverse teaching methods, and create engaging activities that not only improve students' English proficiency but also meet their expectations.
The distinct nature of their role as English teachers at a non-major university highlights their vulnerability, as they often perceive their subject as marginalized within the academic environment.
At medical universities, English is often treated as a minor subject, leading to a lack of appreciation among students This disinterest can negatively impact both student engagement and teacher motivation As a result, the teaching environment is not conducive to effective language learning, with inadequate audio materials for listening skills and insufficient focus on speaking skills Additionally, large class sizes and weak student interest in foreign languages further hinder the learning process.
51 teaching in medical universities is not really successful (Excerpt 20/Interview 3/Thu)
Participants faced common challenges in their teaching environments, including students' English proficiency, motivation levels, and the policies of their respective universities.
Contextual factors that support or constrain the evolution of teacher identity
The process of construction of teacher identity is affected by cultural and sociopolitical contexts in which the teacher works and lives (Beijaard et al.,
2004, p 113) and by teaching context with favouring or disfavouring conditions (Pennington & Richards, 2016, pp 10-11)
4.2.1 Economic factor as a constraining factor
Salary is mentioned by participants as one of the constraining factors which influenced their teacher identity evolution:
A more equitable salary and bonus structure can significantly enhance motivation, encouraging individuals to put forth greater effort to align their performance with their compensation.
Young teachers, like Thu, are significantly affected by low income, impacting both their personal and professional lives.
As lecturers at a public university, we often encounter the common challenge of low salaries dictated by state coefficients Despite a demanding workweek, which includes grading students' assignments and preparing lessons, the financial compensation remains insufficient.
60 the salary is very limited, and it leads to difficulties in the teaching process, psychologically as well as physically (Excerpt 13/Interview 3/Thu)
The financial problems are repeated several times in her narratives:
As I shared before, the thing that I care most about is related to income,
I also hope that the university will increase the income for teaching staff in general.[…] (Excerpt 29/Interview 3/Thu)
Her repeated emphasis on the economic factor during the interview may be attributed to her younger age and differing professional and economic circumstances compared to the older teachers in the group.
Balancing the responsibilities of raising children and caring for aging parents has placed significant financial pressure on me, as my current salary is insufficient to support my family This challenge has profoundly impacted my identity as a teacher, especially considering the disparity between the demands of the job and the inadequate compensation provided.
The primary challenge faced is the overwhelming workload, often requiring long hours, including afternoons and late nights spent preparing lessons Unfortunately, these additional hours are not compensated adequately, leaving the overtime completely unpaid.
Even if Ngoc loves his teaching profession, he still cannot overcome the difficulties caused by the low salary of teachers in public universities:
The workload for English teachers is substantial, yet salary increases are minimal After over a decade of teaching, a master's degree holder typically earns around 10 million dongs, which seems inadequate in comparison to the demands of the job.
The salary in the private sector is insufficient for individuals to feel secure and fully focus on their work Despite my passion for my job, this financial concern presents a significant challenge among various other difficulties.
Besides other external and mental factors, this material reason seems to weigh heavily on the evolution of teacher identity
One of the factors that affected teacher identity is gender
In Vietnam, teaching, particularly in language education, is often perceived as a feminine profession, which can lead to prevailing prejudices that impact the perception of the teaching profession.
The gender composition in my profession significantly influences the quality of service delivered, as it challenges and dispels common stereotypes associated with the field.
The gender issues were also mentioned by Thu in her narratives:
Feminine values in culture significantly influence perceptions of my profession The presence of more women in my field positively impacts the quality of service, as male professionals often receive preferential treatment.
Thu argued that male teachers receive preferential treatment compared to their female counterparts, and she believed that increasing the representation of female teachers could positively influence societal perceptions of the teaching profession.
On the other hand, some participants thought that gender was not a factor that could affect their teacher identity:
[…] the teaching job is for both males and females (Written reflection/Ngoc)
[…] because students are old enough to study by themselves and
62 teachers just have roles of instructing and eliciting skills to students so both male and female teachers can do it well (Written reflection/Anh)
To conclude, the impact of gender was experienced either constraining or neutral, depending on teachers‟ personal perceptions
Teaching is a demanding profession that requires significant time commitment beyond classroom hours Teachers must dedicate time to preparing lectures, grading assignments, and handling administrative tasks, all while balancing household responsibilities and caring for children Thu shared insights into her hectic schedule, highlighting the challenges of managing these various responsibilities.
Teachers often face a demanding workload that extends beyond their regular hours, leading to physical and mental exhaustion This overwhelming pressure can result in feelings of being uninspired and unmotivated to teach, as highlighted by both Thu and My in their experiences.
I often struggle with motivation due to a heavy teaching workload that includes both office hours and additional sessions The continuous lectures throughout the week can feel repetitive, leading to fatigue and a loss of inspiration.
A complex identity with many different roles such as teacher, mother, and family woman makes Anh feel overwhelmed with work:
Strategies for negotiation of teacher identity
English teachers at non-major universities encounter various challenges in their construction and evolution of professional identity To address these issues, they have developed negotiation strategies, including improving their professional competencies and engaging in a Community of Practice (CoP).
4.3.1 Enhancing one’s competencies as a strategy for negotiating the language teacher identity within a language non-major context
English teachers at a non-major university often feel marginalized in their workplace, yet their narratives reveal a strong commitment to their profession and profound reflections on their roles Due to a lack of recognition in their environments, they actively negotiate their teacher identity to enhance their standing and influence within the university by improving their professional skills One effective strategy they pursue to achieve this goal is enrolling in doctoral degree programs.
I plan to enhance my expertise, potentially pursuing a doctorate or developing a unique educational path Additionally, I aim to create initiatives that highlight the exceptional qualities of my students, which is a key aspect of my future goals.
[…] Maybe in the future, I will continue to study for a PhD…a PhD student to become a PhD […] (Excerpt 12/Interview 3/Thu)
Learning another language and continuous courses is also a choice among others to improve professional competencies:
Currently, I am learning another language The purposes of studying this language are also to develop the career that I have chosen as an
As an English teacher currently pursuing a degree in Chinese language, I aim to enhance my future prospects I aspire to participate in various courses, including specialized English, basic English, and English for communication, to further develop my professional skills and gain diverse experiences.
4.3.2 Belonging to a Community of Practice as a strategy for teacher identity negotiation
Wenger (1998) posits that a teacher's identity is developed and transformed through their participation in a community of practice (CoP) that shares mutual interests and objectives Each individual shapes their identity through three key sources: engagement, imagination, and alignment.
Engagement is characterized as an active participation in the mutual negotiation of meaning, highlighting the importance of investing in both actions and relationships within a community (Wenger, 1998).
Participating in a Community of Practice (CoP) during my graduate studies allowed me to connect with fellow teachers, particularly those specializing in foreign languages This experience was incredibly fulfilling, as we shared a common passion for our profession.
Community of practice for me it‟s my department Due to my long teaching career, I have an emotional and professional connection with everyone, I feel like I belong here (Excerpt 21/Interview 3/Thu)
Imagination is “the production of images of the self and images of the world
Participants wanted to construct a positive and modern image of self as a teacher:
When I began my career at the medical university, I taught students who were mostly 18 and 19 years old, and being only a few years older than them allowed me to connect closely with my students I envisioned my role as a lecturer not just as an educator, but also as a friend who could listen and share both professional knowledge and life experiences.
For example, as a teacher, of course I want to be loved by students, but as a teacher, I want to be a modern dynamic image, not too traditional (Excerpt 8/Interview 4/Quynh)
Thu, the youngest member of the teaching staff, successfully portrayed herself as both an educator and a friend to her students She also established a personal vision of what it means to be a good teacher.
A good teacher excels at simplifying complex lessons and igniting student interest and excitement in their lectures However, achieving this balance can be quite challenging.
The other participants also have their own perceptions of a good teacher:
A good teacher is passionate about their profession, which includes a deep love for their students and a commitment to overcoming personal challenges to fulfill their responsibilities Additionally, a key quality of an effective teacher is their understanding ability, which is crucial for inspiring and motivating students.
71 motivating students The third element of a good teacher is always learning to improve him/herself (Excerpt 15/Interview 5/Ngoc)
A good teacher is defined by two essential qualities: a deep mastery of their subject matter and a genuine willingness to share that knowledge with students.
The perception of a good teacher plays a crucial role in shaping teacher identity, guiding educators to develop their identities based on pre-existing ideals Their vision of an effective teacher reflects the qualities they aspire to embody, motivating them to create positive experiences for their students.
Alignment is a process that connects community members by aligning their practices with the culture of that community, thereby transforming the identity of the larger group into the individual identities of its members.
In my journey of teaching English, I actively engage with various communities and organizations where educators collaborate Through these exchanges, I gain insights from diverse teachers, each bringing unique knowledge and experiences We share valuable resources, effective lesson plans, and useful websites, while also discussing challenges to find solutions together This collaborative environment fosters mutual encouragement, enhancing the professionalism of our English teaching practices.