04051002142 The construction of EFL teacher professional identity A case study of a novice EFL teacher at a vocational college in Hanoi
INTRODUCTION
Rationale of the study
The growing number of English learners worldwide has heightened concerns regarding EFL teachers, who play a crucial role in shaping future generations of English speakers Scholars in education and linguistics are increasingly focused on the qualifications, competencies, and overall well-being of these educators In particular, the construction of EFL teacher identity has emerged as a significant topic in teacher education over the past decade (Trent, 2013) Research indicates a strong connection between teacher identity and personal identities, emphasizing the importance of personal interactions with students, colleagues, and the community in the teaching profession (Putra, 2021).
The construction of teacher identity is a dynamic and complex process influenced by various internal and external factors, including social relationships, emotions, values, beliefs, and educational background (Bloomfield, 2010; Day et al., 2006) These elements interact within sociocultural, historical, and institutional contexts, shaping the development of a professional teacher identity Consequently, teacher identity is crucial in defining what it means to be an effective educator.
Teachers undergo significant changes in their identities throughout their careers, as they increasingly take on various roles and responsibilities within the educational process.
The initial years of teaching are crucial for novice teachers as they encounter the complexities of the profession (Beauchamp & Thomas, 2009; Chabban & Du, 2017) The transition from teacher education to the actual classroom can lead to a "reality shock" (Ozturk & Yildirim, 2013), yet it also presents an opportunity for these teachers to navigate new experiences and enhance their teaching skills Consequently, it is essential for novice teachers to continuously reflect on their roles and adapt their professional identities in response to the evolving educational landscape.
Teachers undergo significant changes in their identities throughout their careers, particularly during their professional development Recognizing the identity of novice EFL teachers is essential for enhancing classroom practices and supporting their ongoing professional growth.
In Vietnam, there is a significant focus on teacher development and education, leading to increased research on teachers' identities However, studies specifically addressing the identity formation and reconstruction of novice EFL teachers in vocational colleges are limited To address this gap, the researcher undertakes a study titled “The construction of the professional identity among novice EFL teachers: a case study of a vocational college in Hanoi, Vietnam,” aiming to provide valuable insights into the identity construction process of these educators.
Research aims and research questions
This research explores the development of professional identities among novice EFL teachers within the context of a vocational college It examines the various factors that influence the formation and negotiation of these identities The study aims to address specific research questions to achieve its objectives.
Research question 1 In what ways does a novice EFL teacher construct his professional identity in a vocational college in Hanoi?
Research question 2 What factors influence the construction of the novice EFL teacher’s professional identity in a vocational college in Hanoi?
Significance of the study
This study aims to significantly impact the education sector, particularly in language teacher education and the professional development of EFL teachers It seeks to deepen the understanding of teacher identity, focusing on the professional identities of EFL teachers in Vietnam's vocational colleges By fostering self-awareness among these educators, the research will guide their professional development Additionally, the findings will contribute to ongoing research in teacher identity and education.
Scope of the study
To conduct the research, the design of an in-depth single case study was applied as it helped the researcher to deepen into detailed aspects of the participant
A novice EFL teacher, in his first year of teaching, was invited to participate in a research study The study focused on the teacher's construction of professional identities and the key elements influencing that process, as perceived by the teacher and analyzed by the author.
The research spanned one and a half years, with data collection occurring over eight months from September 2023 to April 2024 Following data collection, the information was analyzed, clarified with participants, and utilized to draw conclusions and facilitate discussion.
Structure of the study
The research is divided into five chapters and the content is arranged as follows:
Chapter 1 – INTRODUCTION – gives an overview of the study In this chapter, the rationale to choose the thesis topic, the aims and research questions are revealed Besides, the scope and the significance and the structure of the study are also provided.
Chapter 2 – LITERATURE REVIEW – goes through the results of the previous studies within related fields and revises background knowledge in order to form the theoretical frameworks of the research.
Chapter 3 – METHODOLOGY – indicates the orientations of the study This chapter describes the methods and instruments used in doing the research containing data collection and analysing techniques.
Chapter 4 – FINDINGS AND DISCUSSIONS – presents the discovered results of the research The analysis of what greatly influences the construction of EFL teachers’ identity in tertiary context and the process where EFL teachers construct their identities are revealed and discussed in detail.
Chapter 5 – CONCLUSION – summarises what has been found out in the study Comments are given and limitations of the research are mentioned so that further studies of the similar topics can take it as potential reference to investigate.
At the end of the study, the list of references is presented.
LITERATURE REVIEW
Identity and professional identity
Research on identity has garnered significant attention in the social sciences in recent decades Pennington (2015) defines identity as the unique characteristics of an individual as perceived by others These perceptions are influenced by the social and cultural differences among individuals Moreover, identity encompasses more than just a collection of physical and social traits; it also reflects the context and activities in which a person is engaged.
According to Richards (2015), identity is defined as an individual's self-perception, shaped by self-image and self-awareness through personal narratives shared with others This self-image is influenced by values and beliefs regarding appropriate behavior and conduct Consequently, identity is constructed through actions that align with societal notions of what is considered 'good' or 'proper.' Importantly, identity is recognized as a subjective mental experience rather than a collection of objective truths about one's "true self" (Vignoles et al.).
Identity can be understood from multiple perspectives and defined in various ways Akeel Bilgrami (2006) distinguishes between the 'subjective' and 'objective' dimensions of identity, where subjective identity refers to an individual's self-perception, while objective identity is based on biological and social facts about the person.
Hall (1996) and Woodward (1997) examined identity through both traditional and modern perspectives, emphasizing a poststructuralist view that sees identities as multiple, fluid, and negotiable They argue that this approach is more relevant than conventional notions of identity as a fixed and singular entity, reflecting the ongoing changes in human life and society.
From the aforementioned perspectives, identity in this study is understood as a set of characteristics constructed either subjectively or objectively, based on a person's sense of self as an individual.
Professional identity has long been a central theme in career studies It encompasses how individuals view themselves in their professions, influenced by their personal attributes, beliefs, values, motivations, and experiences, as noted by Ibarra (1999) and Schein (1978).
In 1999, research emphasized the stability and endurance of personal attributes, beliefs, values, and experiences in relation to an individual's professional role Smith and Hatmaker (2014) defined professional identity as a signal to others, reflecting a unique combination of skills and abilities that an individual possesses Essentially, professional identity encompasses how individuals perceive themselves within their profession, the value they contribute, and the impact they have on society.
It is a critical part of a person’s sense of self because it involves connecting with values, roles, responsibilities and ethical standards exclusive to a particular profession (Goltz & Smith, 2014)
The formation and negotiation of one’s identity is an ongoing process involving interaction, struggles and different contexts (Swann, 2005; Norton, 2013)
Identity is a crucial aspect of personal growth and societal integration, encompassing both individual traits and social contexts The constraints of a given environment can limit certain behaviors while promoting others, leading to established patterns of thought and action.
This creates relatively stable features of identity even when there are some open to change through new experiences.
According to Ibarra (1999), the development of a young professional identity involves three key tasks: observing role models, engaging in self-experimentation, and evaluating results against internal and external standards Early in their careers, young professionals observe senior colleagues to identify essential characteristics for success in their field while adapting to new interactions and environments This self-reflection is a continuous process that helps them determine which traits to maintain and which to modify Through guidance from their experiences and role models, they acquire the knowledge, skills, and behaviors necessary for constructing their professional identity.
Career success is increasingly linked to the effective development of professional identity in today's dynamic career landscape, which spans various occupational, organizational, national, and global boundaries Teachers must adapt to changes in their field by moving beyond traditional pedagogy, necessitating ongoing professional development and disciplined instruction Furthermore, professional identity is shaped by relationships and social contexts that often extend beyond an individual's current job or organization.
In today's world, no career can be viewed in isolation from its social context, as highlighted by research in 2006 The labor market is increasingly influenced by social movements related to identities such as race, ethnicity, gender, and age, rather than traditional workplace hierarchies Individuals shape their social and professional identities through their roles within their careers or institutions, with professional identity reflecting one's self-concept, including values, motivations, and experiences that define them in their professional lives (Slay and Smith, 2011).
In summary, a person's professional identity is shaped by continuous interactions within their work environment and with others, reflecting various aspects of themselves Additionally, it is affected by both organizational and social changes, as well as fluctuating standards.
Teacher professional identity and EFL teacher professional identity
Over the last two decades, professional identity has become a significant focus in language instruction and education It is believed that a teacher's professional identity shapes their perception of their roles, drives academic reforms and curriculum changes, impacts classroom activities, influences teaching strategies and methods, and is connected to various challenges within the educational environment.
Professional identity, as defined by Fejes and Kửpsộn (2014), encompasses the beliefs and understandings individuals hold about themselves as teachers Li and Qiu (2016) emphasize that this identity shapes teachers' self-image and their connection to the educational profession Similarly, Barkhuizen (2021) describes teacher identity as the perception educators have of themselves in relation to their work, including their interactions with colleagues, students, and institutions.
A teacher's professional identity is shaped by personal preferences, goals, values, and professional beliefs, as noted by Ruohotie-Lyhty and Moate (2016) Key factors such as career motivations, self-efficacy, emotional resilience, self-esteem, and educational beliefs also play significant roles in this identity formation (Van Veen & Sleegers, 2009; Xue, 2022) Furthermore, Tao and Gao (2017) emphasize that professional commitment is essential in developing a teacher's professional identity, highlighting the importance of aligning teachers' values, aspirations, and perspectives with their primary teaching functions.
2.2.2 The construction of EFL teacher professional identity
Research on Language Teacher Identity (LTI) has shifted from a focus on linguistic aspects to a broader understanding that emphasizes the social contexts in which identities are formed This evolution incorporates a poststructural approach, viewing identity as fluid and dynamic, influenced by various ideologies and discourses Consequently, LTI is seen as a continually evolving concept shaped by power relations, cultural norms, and institutional influences.
In the EFL context, teacher identity is often seen as ambiguous, with research primarily focusing on the traits associated with it rather than providing a comprehensive definition (Han, 2017) Beijaard et al (2004) describe teacher professional identity as a "relational phenomenon" that evolves through a dynamic process of self-discovery and understanding others, influenced by personal, professional, and social factors Barkhuizen (2016) emphasizes that language teacher identities are multiple and changeable, shaped by interactions with various stakeholders and the physical environment of classrooms From a social psychological perspective, teachers' roles and their perceptions and feelings are crucial in understanding their identities in different contexts.
“actions” shape teachers’ identities as a whole, which may include gender identity, learner identity, teacher identity, and so on (Han, 2017).
EFL teacher professional identity is a complex and dynamic phenomenon that varies based on individual context, role, experience, and perspective The construction of this identity is a fluid process influenced by various factors.
2.2.3 Factors affecting the construction and negotiation of teacher professional identity
Teacher professional identity is an evolving construct influenced by a myriad of internal and external factors Understanding these influences is critical to fostering teacher development and improving educational practices
Internal factors significantly shape teacher identity, with self-awareness of competence being crucial Beijaard et al (2004) emphasize that teachers' confidence in their subject knowledge and pedagogical skills influences their teaching styles and professional growth Additionally, prior experiences as learners or in other professions impact their teaching philosophies and classroom behaviors (Kelchtermans, 2009) Emotions, including emotional tensions and fluctuations, also play a vital role in constructing teacher identity (Nazari et al., 2023) Zembylas (2003) notes that positive emotions can enhance teachers' self-perception and professional identity, leading to greater engagement in professional development, while negative emotions like frustration or burnout can hinder this process.
Sachs (2005) emphasized that institutional environments significantly shape teachers' professional roles and responsibilities, influencing their identity construction through policies and support structures Teachers may experience acceptance or conflict with their pedagogical values, while workplace culture and administration play crucial roles in identity negotiation Kelchtermans (2005) noted that relationships with colleagues and peer feedback are vital for enhancing teachers' self-efficacy and motivation Conversely, unsupportive environments can result in professional isolation and fragmented identities.
Socio-cultural contexts, including societal expectations and cultural norms, play a vital role in shaping the professional identity of teachers English as a Foreign Language (EFL) teachers frequently encounter societal assessments regarding their language proficiency in comparison to that of native speakers.
11 status, which shape their professional development and diversify their identities in various classroom settings (Varghese et al., 2005)
Globalization has complicated the process of identity formation, particularly for teachers who must balance local educational traditions with global pedagogical standards, leading to feelings of identity dissonance.
Vietnamese teachers face challenges in integrating communicative language teaching methods with traditional, exam-oriented practices, as noted by a 2016 study Additionally, the evolving global landscape influences teacher identity development Chappelle and Sauro (2017) highlight that the growing use of technology in classrooms enhances teaching effectiveness and student engagement However, this shift also presents challenges due to varying levels of digital literacy among students, underscoring the need for increased teacher training in this area (Kessler & Hubbard, 2017).
Professional development programs play a vital role in shaping a teacher's professional identity by offering collaborative opportunities and reflective practices that help align personal goals with institutional requirements (Day, 2007; Kennedy, 2016) Additionally, factors such as values, discipline, and the experiences gained during initial training in various contexts significantly contribute to the formation of a teacher's professional identity (Casanova-Fernández et al., 2022).
Both internal and external factors play a crucial role in shaping the professional identities of EFL teachers Internal factors encompass self-awareness of competence, prior experiences, and emotional dimensions, while external factors include global English teaching requirements, socio-cultural contexts, and institutional demands.
2.2.4 Theoretical foundation for the construction of teacher professional identity 2.2.4.1 An overview of theoretical frameworks on ELT teacher professional identity
Introduced by Vygotsky (1978), social constructivism is a source of all socio- cultural and socio-cognitive theoretical propositions, which also support the
Teacher identity development is significantly influenced by social interactions and collaborative learning, as highlighted by Vygotsky (1978) He posits that cognitive development occurs through engagement with more knowledgeable peers within the zone of proximal development (ZPD) This theory applies to teacher professional learning, framing it as a cultural activity situated within a social context where educators learn from one another, as well as from trainers and mentors (Ahmad et al.).
2019) However, as Vygotsky’s social constructivism is a grand theory (Cohen et al,
2018), it is rarely used in such an isolated area as teacher development, but it locates teacher development in a large-scale situation of social and cultural landscapes
Positioning theory, rooted in Vygotsky’s social constructivism, is defined as “the discursive production of a diversity of selves” (Davies & Harre, 1990), explaining the reasons behind interpersonal actions This theory highlights the identities of language teachers both within and outside the classroom, emphasizing the role of discourse Mansouri (2021) integrates positioning theory with a poststructural view of teacher identity, framing it as a dynamic and contextual process influenced by various social, cultural, linguistic, professional, religious, and educational discourses Additionally, the relational nature of positioning indicates that power dynamics affect how identities are negotiated during professional development experiences (Harre & Van Langenhove, 1999).
METHODOLOGY
This chapter outlines the research design, detailing the sampling method and selected setting It provides an in-depth description of the specific instruments used, including narrative frames and interviews, and explains their application in the study Additionally, the procedures for data collection and analysis are presented, offering a comprehensive overview of the research process.
To fulfil the aforementioned purposes of the research, a qualitative research methodology, specifically a longitudinal small-scaled, in-depth single case study was employed
This study employs a case study approach, a legitimate research method that examines contemporary phenomena within their real-life contexts (Yin, 2002) The focus is on understanding novice teachers' professional identity and the factors influencing this process, a significant issue in modern education The case study method is particularly suitable as it allows researchers to frame the phenomenon within a bounded context, facilitating deep data collection and analysis of specific programs, institutions, or social units (Merriam, 1998) According to Merriam, the case study method has three distinctive attributes: Particularistic, which focuses on specific situations; Descriptive, which provides rich, detailed descriptions; and Heuristic, which enhances understanding of the phenomenon This approach enables researchers to create a comprehensive overview of the entity being studied, utilizing various data collection methods to explore perceptions, experiences, and individual ideas.
24 the case (Hamilton, 2011) Thanks to it, the researcher gained in-depth insights into the lived experiences of the participants.
The construction of identity is a time-consuming process, which is why a longitudinal study was utilized for this research This type of study involves ongoing and repeated observations of the same variables, such as individuals, over extended periods—ranging from weeks to years or even decades (White & Arzi, 2005).
3.2.1 The setting of the study
A study was carried out with a novice EFL teacher at a vocational college in Hanoi, Vietnam, which is officially licensed to offer vocational training and confer degrees The college was accredited by the General Department of Vocational Training on July 1, 2010, and aims to provide students with high-quality vocational skills, ensuring they are competitive in a rapidly changing professional landscape.
All students at the college are high school graduates who often do not meet university entrance requirements, prompting them to seek vocational education The college offers a diverse array of majors, including Information Technology, Graphic Design, Software Applications, Digital Marketing, and Restaurant and Hotel Tourism This variety demonstrates the institution's dedication to catering to the diverse interests and career goals of its students while providing them with practical, market-relevant skills.
At the college, English is a mandatory subject, structured across four levels from pre-A2 to B1 Students are assigned to these levels based on their performance in an entry exam at the start of their first semester This placement system allows for tailored instruction that matches students' language abilities, promoting a more effective learning experience By providing a structured progression, the college aims to equip students with essential English skills that support their academic and vocational aspirations.
3.2.2 The participant of the study
This study employs purposive sampling to select participants, enhancing the alignment between samples and research objectives, which in turn improves the accuracy and credibility of the findings (Etikan, Musa, & Alkassim, 2016) This method allows researchers to use their judgment and specific criteria for participant selection In this case, the participant was chosen from the research site based on two main criteria: the individual must be an English teacher who speaks English as a foreign language and must have recently graduated from university, beginning their first year of teaching at the time of the research.
To maintain confidentiality, the participant was assigned the pseudonym B He is a 22-year-old male teacher, recently graduated with a bachelor's degree in English Language Teacher Education in July 2023 B began his teaching career two months post-graduation at the research site, where he taught General English courses across four levels: 1.1, 1.2, 2.1, and 2.2 His students, vocational college learners, had English proficiency levels ranging from A1 to B1 according to the Common European Framework of Reference for Languages (CEFR) As a novice teacher, B was acclimating to the institutional environment and building relationships with his colleagues.
Narratives, which are essential to narrative research, encompass stories of lived experiences (Connelly and Cladinin, 1990) While stories serve as a fundamental way for humans to convey their experiences, a precise definition of narrative experience remains elusive (Barkhuizen and Wette, 2008) Nonetheless, a shared characteristic of narratives is evident.
26 of most studies employing narrative approach is the uses and analyses of narrative materials or texts (Lieblich et al., 1998)
Farrel (1998) emphasized that teachers can enhance their understanding of knowledge and practice through storytelling and reflection on past experiences In language teacher education research, sharing stories with collaborating researchers allows teachers to convey their lived experiences and insights, providing valuable narrative data for analysis Clandinin and Connelly (2000) identified a narrative space comprising three interconnected dimensions: time, interactions, and places, which together contextualize any story Barrkhuizen and Wette (2008) introduced narrative frames as tools for collecting and analyzing narrative data, offering structured templates that guide the writing process These frames can be adapted in various ways, such as allowing flexible space for responses or using diverse prompts, ensuring that the narrative form aligns with research objectives Given the relevance of narrative frames to this study, the researcher chose to implement them as the primary research instrument.
There are 8 narrative frames in total The narrative frames were formed as a structured reflective tool to guide EFL teachers in expressing their professional
The article explores 27 experiences, emotions, and evolving identities within a specific teaching context, focusing on three key dimensions: time, interactions, and places Temporal references, such as "before the semester started" and "today," highlight the developmental nature of teacher identity Prompts related to classroom roles, like “I want to play the role of …,” underscore the significance of interpersonal interactions with students and colleagues in shaping identity The framework also implicitly acknowledges the institutional and classroom settings, as seen in phrases like “During the lesson, …,” which ground reflections in the physical and organizational spaces of teaching By integrating these dimensions, the narrative encourages participants to express how their teacher identity is continuously negotiated through lived experiences.
A comprehensive longitudinal study on a specific topic requires close collaboration with participants and the co-construction of narratives, as highlighted by Kramp (2004) Consequently, the integration of additional methods becomes essential to enrich the research findings.
So, for this study, the researcher decided to pick up follow-up narrative interviews as another instrument of collecting data.
A research interview is a structured conversation initiated by the interviewer to gather information relevant to specific research objectives, such as description, prediction, or explanation (Cannel & Kahn, 1986) This method allows researchers to collect and analyze qualitative data from respondents using predetermined questions.
In this research, the researcher utilized semi-structured interviews due to their flexible nature, which enables the exploration of additional information and intriguing details that may not emerge in traditional narrative forms This approach allows the researcher to encourage interviewees to elaborate on their responses and pursue new lines of inquiry based on the conversation.
28 interviewees are saying Informants are free to express their views in their own terms in semi-structured interviews.
Two interviews were conducted after each semester to enhance the insights gained from the narrative forms and to investigate additional aspects that had not been disclosed by the participant.
FINDINGS AND DISCUSSION
This chapter presents the findings from the data analysis, accompanied by a discussion of the results It narrates the events and incidents encountered by B during the first two semesters of his teaching career, categorized into three main frames: global, societal, and institutional This approach allows the researcher to gain a comprehensive view of B's professional development and identify the factors influencing his professional formation.
Global developments significantly influence the evolution of English language teaching, necessitating that EFL teachers remain aware of international trends This awareness is crucial for effectively adapting and integrating these trends into their classroom practices and personal lives.
B's teaching career has been shaped by three significant trends: the emergence of English for specific purposes, the integration of technology in education, and a focus on communication in English language teaching These trends have impacted his teaching methods and philosophy, showcasing his adaptability and dedication to meeting the needs of his students.
4.1.1 The rise of English for specific purposes
Teaching English for specific purposes has gained popularity, particularly in vocational education As a teacher at a vocational college, I adapt my lesson design to meet the needs of my students, many of whom aspire to work in technical fields To enhance their learning experience, I focus on integrating vocational-specific English expressions and communication skills into my lessons.
B recognizes the increasing significance of English for specific purposes, highlighting his awareness of current educational trends His acknowledgment of its importance in his role as a vocational college teacher illustrates his understanding of the transition in English language teaching from general proficiency to context-specific applications This perspective aligns with Anthony's (2018) recommendations, emphasizing its necessity in modern education.
To effectively support students in achieving their learning goals, teachers must adapt to ongoing changes and move beyond traditional methods The emergence of English for Specific Purposes (ESP) has significantly influenced lesson planning and delivery, prompting educators to design lessons that focus on specialized content This shift ensures that students develop English skills pertinent to their career aspirations Research by Basturkmen (2010) highlights that ESP not only enhances student motivation by aligning language learning with their objectives but also guides teachers in their instructional approaches.
B emphasizes the integration of vocational-specific English, particularly engineering terminology, into his lessons to connect theoretical knowledge with practical application By customizing his teaching to include relevant expressions and communication skills, he meets the practical needs of his students' future careers This approach not only makes his lessons engaging but also ensures their relevance to real-world situations Additionally, B’s experience highlights the global trend towards English for specific purposes, which has transformed EFL teachers into facilitators of specialized skills, necessitating an expansion of their expertise beyond conventional teaching methods.
“I’ve also started attending webinars and reading resources about teaching English for specific purposes to enhance my knowledge.” (I1)
In designing teaching materials, I focused on researching technical terms and creating glossaries to aid my students in practicing their English linguistic skills My role extends beyond teaching the English language; I also provide essential technical knowledge that enhances their learning experience This approach makes lessons more relevant and engaging for my students.
Proactive participation in professional development, including attending webinars and compiling glossaries of technical terms, exemplifies the role of teachers as adaptive professionals who are committed to continuously enhancing their expertise.
The evolving role of EFL teachers as both language instructors and providers of technical knowledge addresses learners' real-world needs This dual identity highlights the importance of practical language use in vocational education contexts The findings not only align with established theories but also enhance current discussions by illustrating how these trends manifest at the basic level Overall, the results reinforce and contextualize broader theoretical claims within real-world teaching environments, with no major contradictions to previous studies.
4.1.2 The application of technology into English language teaching
The increasing demand for personalized language instruction in a globalized world highlights the expanding role of technology in English teaching B has recognized this trend and effectively integrates digital tools to improve the preparation and delivery of his lessons.
Incorporating technological tools like Kahoot, Quizizz, and Padlet into lessons effectively engages students, as technology has become an essential part of modern life.
The integration of technology in EFL classrooms has significantly transformed teaching methods and classroom dynamics Digital tools like Kahoot have proven essential in fostering interactive and engaging learning environments, utilizing gamified quizzes to capture students' attention and encourage active participation (Chapelle & Sauro, 2017) These platforms enhance lessons with vibrant visuals, dynamic sound effects, and real-time feedback, catering to diverse learning styles; for instance, visual learners thrive on colorful graphics, while auditory learners benefit from sound-based prompts and feedback.
B's use of tools like Kahoot boosts student participation and fosters collaborative learning through team activities and friendly competitions This gamified approach not only makes language learning enjoyable but also alleviates the monotony of traditional methods, enhancing knowledge retention Additionally, these platforms offer teachers immediate insights into student performance, allowing B to pinpoint strengths and weaknesses in real time and adjust his teaching strategies effectively.
This week, I used Kahoot! for a vocabulary quiz, engaging students in a fun and competitive learning environment While the excitement made the class lively, some students faced challenges with the technology, requiring additional support from me To enhance participation in future lessons, I plan to provide clearer instructions.
CONCLUSION
This chapter summarizes the study's findings and discusses its limitations It also offers several recommendations for future research based on these findings and limitations.
The researcher gathered qualitative data on the development of professional identity from a novice EFL teacher at a vocational college in Hanoi, utilizing an adapted version of Pennington’s framework.
The study by Tao and Gao (2018) utilized a model from 2014 to explore how novice EFL teachers develop their professional identity Through participant narratives and interviews, the research identified key factors that influence the shaping of EFL teacher identity, effectively answering the research questions posed.
In a global context, the participant develops teaching practices by creating vocational-specific lesson plans that connect language knowledge with practical application This approach integrates digital tools to foster engaging and interactive learning environments, with a strong focus on enhancing students' communication skills.
In the context of society, teachers shape their identities by building rapport and learning from experienced colleagues, fostering a sense of belonging within the teaching community Additionally, they cultivate their professional identities by nurturing relationships with students and honoring their diverse backgrounds, while linking English to global contexts and local values to reinforce societal identity.
The participant's background in English education and linguistics shapes his disciplinary identity and boosts his confidence in lesson delivery His enthusiasm for exploring diverse teaching methods enables him to customize his approaches to cater to the varied needs of his students However, the difficulties encountered in incorporating English for specific purposes into his lessons highlight a gap in his academic preparation, indicating a necessity for further professional development.
The teacher actively shapes his professional identity through continuous development via courses, training, and various resources, while engaging with colleagues to tackle classroom challenges He reflects on feedback from students and peers to refine his teaching methods, driven by a strong emotional connection to his role and institution, which is further strengthened by his involvement in extracurricular activities However, economic factors present challenges, as initial financial rewards are overshadowed by increasing responsibilities and limited support for further education Additionally, he emphasizes a student-centered approach in his instructional methods, utilizing tailored materials, interactive techniques, and technology to meet students' learning needs effectively.
The construction of novice EFL teacher identity is influenced by various factors, particularly during the initial teaching period at a vocational college The participant encounters demands for teaching English for specific purposes, the necessity for technological integration, and a global focus on communication skills, all of which inform curriculum design and pedagogical strategies Social interactions with colleagues and students, cultural values, and the need to reconcile global English standards with local cultural contexts also play a significant role in shaping professional identity Additionally, the participant's identity as a facilitator is developed through addressing students' concerns about their English learning, utilizing diverse teaching materials and methods, and engaging in self-reflection.
The study highlights that a participant's educational background in English teaching and linguistics, along with their interest in teaching methodologies, significantly influences their classroom management Additionally, professional factors such as supportive colleagues and access to training opportunities contribute to their teaching effectiveness.
Institutional expectations and resource limitations significantly influence a teacher's professional identity development Emotional connections to their teaching role and institution, along with participation in extracurricular activities, play a crucial role in shaping their vocational identity Additionally, economic factors such as awareness of financial independence and the availability of financial resources and institutional support greatly impact the teacher's professional aspirations.
In conclusion, the findings collectively highlight the multifaceted and dynamic nature of professional identity construction of novice EFL teachers in a vocational college setting
The findings of the study offer several key implications for teacher education, institutional support, policy development and teachers themselves in vocational EFL teaching
To effectively address the evolving demands of English for Specific Purposes (ESP) and technology integration, teacher education programs must enhance practical training in these areas As ESP gains significance in vocational education, EFL teachers need to create lessons that meet both the linguistic and communicative needs of students pursuing technical careers (Basturkmen, 2010) However, teachers often face challenges bridging the gap between general English instruction and the specialized language skills required in various industries (Anthony, 2018) Therefore, both pre-service and in-service training should incorporate methodologies for teaching ESP to improve teachers' ability to deliver relevant lessons (Hyland, 2007) Additionally, research indicates that novice teachers often lack proficiency in using digital platforms, which are crucial for enhancing students' English learning experiences (Reinders & White, 2016) Consequently, it is essential for teacher education programs to include training in digital literacy and pedagogical strategies for technology, promoting interactive and student-centered learning environments (Chapelle & Sauro, 2017).
Mentorship plays a critical role in shaping a novice teacher's professional identity by providing essential guidance, emotional support, and professional modeling, which helps new educators build confidence and understand institutional expectations (Igersoll & Strong, 2011) Active participation in effective programs, such as classroom observations and reflective discussions, is crucial for teachers to enhance their skills and integrate into the teaching community (Kutsyuruba et al., 2013) Institutions should implement structured mentoring programs that connect novice teachers with experienced educators, fostering sustained mentorship relationships that allow for the sharing of experiences and challenges (Wang & Odell, 2002) This approach not only cultivates a collaborative workplace culture but also helps novice teachers develop a sense of belonging, ultimately increasing their commitment to the institution (Avalos, 2011).
Financial stability increasingly influences teachers' career decisions, impacting their job satisfaction, motivation, and long-term commitment In vocational colleges, where teachers must equip students with essential English skills, ensuring financial security and professional development opportunities is crucial Institutions should regularly review salaries to remain competitive and aligned with teachers' expertise and workload Additionally, offering incentives for continued education can motivate teachers to pursue higher education, invest in their development, and enhance lesson effectiveness.
English remains the leading global language for communication, business, and technology, making it essential for vocational students to acquire industry-relevant language skills while preserving their cultural identity and linguistic heritage (Krikpatrick, 2009) Consequently, vocational colleges should create context-specific teaching materials that meet work requirements and reflect real-world workplace communication, enabling teachers to deliver more effective instruction.
70 students with practical English lessons that can be practiced and applied in the specific local contexts
Despite being conducted with care and under close supervision, this study has several unavoidable limitations that should be acknowledged to provide a clearer perspective on its findings and implications
The limited timeframe of the study, spanning two semesters or about eight months, significantly affects the understanding of novice teachers' professional identity development This process is inherently long and dynamic, characterized by ongoing changes, conflicts, and adaptations Consequently, the brief data collection period may hinder a comprehensive exploration of critical long-term trends and transformations in the formation of teachers' professional identities.