Introduction
Background of the study
Effective teaching hinges on a teacher's awareness of their instructional practices, classroom behavior, and pedagogical choices Recognizing these sources enables teachers to justify their decisions and assess the appropriateness of their actions, distinguishing between essential and non-essential teaching elements Johnson (2003) emphasizes that a teacher's self-perception and professional identity shape their skills, questions, expectations, and relationships Conversely, a lack of awareness regarding their teaching philosophy can lead to misconceptions and conflicts, hindering their goals and confusing students Educational literature consistently highlights that teachers' perceptions of their professional identity significantly influence their commitment, motivation, and adaptability to change (Beijaard et al., 2000; Day et al., 2005; Van et al., 2005) Thus, understanding teachers' internal worlds, or "professional identity," is crucial for uncovering the principles that guide their educational practices, aligning with Sachs’s (2005) assertion that developing a professional identity is vital in the journey to becoming an effective teacher.
Teachers' professional identity is fundamental to the teaching profession, serving as a framework that guides educators in shaping their understanding of their roles, actions, and contributions to society.
Despite a consensus among researchers on the significance of teachers' professional identity, a comprehensive definition of this concept remains elusive in the literature Beijaard et al (2004) noted that in teacher education research, the term is often either defined inconsistently or not at all This ambiguity extends to the broader notion of teacher identity, as "teachers’ professional identity" and "teacher identity" are frequently used interchangeably in studies Additionally, some research distinguishes between the personal and professional dimensions of teacher identity, highlighting the complexity of this concept (Goodson & Cole, 1994).
We consider teachers as persons and professionals whose lives and work are influenced and made meaningful by factors and conditions inside and outside the classroom and school (p.88)
The personal dimension of teacher identity reflects how educators perceive themselves and are perceived as individuals, while the professional dimension focuses on their self-perception and external perception as teachers These two aspects are interconnected, making it challenging to distinctly define what constitutes "professional" within teacher identity.
Teachers' interactions with community members and their responsibilities are key indicators of their professional identity, as highlighted by research from 2001 James-Wilson (2001) emphasized the connection between personal and professional identities, noting that teachers' self-perceptions and their perceptions of students significantly influence this relationship Ultimately, students are crucial in shaping teachers' professional identities, underscoring the need to examine these identities within their social contexts Consequently, this study aims to explore how teachers' interactions with students impact the formation and development of their professional identity.
Teachers' professional identity is shaped by various perspectives and is not a fixed trait; instead, it evolves continuously as individuals grow and interact with others Contemporary research highlights that this identity development is an ongoing process of constructing and reconstructing meaningful values within the teaching profession, reflecting its inherently unstable nature Thus, the journey of teachers' professional identity can be understood as a dynamic process of becoming a teacher.
Early career teachers often possess a distinct professional identity compared to their more experienced counterparts, leading to varying perceptions of teaching responsibilities and student interactions Research indicates that novice teachers face significant challenges in establishing their identities, as highlighted by Fantilli & McDougall (2009), who noted that new teachers expend considerable effort just to stay afloat This aligns with Howard & Johnson's (2004) findings that early career educators experience heightened stress and burnout, which, if unaddressed, may result in attrition from the profession Conversely, these challenges can also foster new learning and motivation for change (Galman, 2009) Thus, the development of professional identity is closely linked to how early career teachers navigate difficulties during their transition from student to fully-fledged educators within a new community of practice Given the precarious nature of this stage, it is crucial to provide more support to novice teachers rather than focusing solely on those with more experience, who are generally more stable in their roles.
The development of teachers' professional identity during their early career is closely linked to their social experiences in learning how to teach This aligns with Wenger’s (1998) theory, which identifies three modes of belonging: engagement, imagination, and alignment Engagement fosters collaboration among teachers, creating a shared reality, though it may not lead to a full understanding of the community or each other's experiences Alignment emphasizes the necessity for teachers to connect their local practices with the broader school culture Meanwhile, imagination plays a crucial role in shaping individual teachers' identities, as it allows them to reflect on their experiences, envision their future, and explore various choices Thus, nurturing imagination is essential for the professional identity development of teachers.
Student-related issues play a crucial role in shaping the professional identity development of early career teachers, serving as both a positive and negative influence (Beijaard, 1995; Jones, 2006; Hong, 2012).
Research indicates that teachers' experiences in challenging pedagogical and social situations significantly impact their job commitment, self-efficacy, motivation, and willingness to learn (Beijaard, 1995) For instance, successful management of student misbehavior can enhance a teacher's self-efficacy, while repeated failures may lead to doubt and tension regarding their teaching abilities (Hong, 2012) Furthermore, teachers who maintain positive relationships with students are more likely to feel a sense of suitability and enjoyment in their roles (Jo, 2014) Conversely, those who face ongoing challenges may struggle with regulating classroom interactions and experience a diminished sense of teacher agency Anspal et al (2012) highlight that early career teachers often grapple with the tension between managing behavior and building connections, which can threaten their sense of purpose and lead to considerations of leaving the profession.
Research highlights the importance of exploring teachers' professional identity and the critical role of teacher-student interactions in this development Numerous studies, both internationally and in Vietnam, have investigated how teachers form their professional identities However, many of these studies have concentrated on mixed groups of novice and experienced educators, potentially restricting the pedagogical insights that could support the growth of teachers in the early stages of their careers.
In Vietnam, novice teachers often receive less attention than pre-service teachers, despite facing significant challenges during their transition into the profession While some research has focused on novice teachers, it has typically involved participants from varied backgrounds without a specific emphasis on English language teaching Different subjects necessitate distinct teaching approaches, which in turn influence teacher-student interactions and the values teachers choose to adopt Furthermore, previous studies have primarily investigated novice teachers' interactions with mentors, supervisors, and colleagues, rather than their crucial interactions with students, who occupy most of their working time Therefore, this study is essential to address the gaps in existing literature regarding novice teachers' experiences and interactions in the classroom.
Aims of the study
This study aims to explore early career teachers' self-perceptions as English educators, their views on their teaching community, and their reflections on past experiences while considering future choices It also examines how these teachers select significant values, develop patterns in appropriating certain meanings while rejecting others, and investigates how their interactions with students and the students' learning processes influence their definitions and negotiations of valuable meanings.
Research questions
In order to achieve the aforementioned aims, the following research question are considered:
How is the development of imagination of the EFL early career teachers’ professional identity shaped by the teacher – student interactions?
(1) How is the development of imagination of the EFL early career teachers’ professional identity shaped by the pedagogical interaction?
(2) How is the development of imagination of the EFL early career teachers’ professional identity shaped by the didactical interaction?
Significance of the study
Research on the development of imagination in ELF early career teachers' professional identity, particularly through their interactions with students, is scarce This study's findings provide valuable insights into the professional experiences of teachers with their learners, highlighting how these interactions influence teachers' processes of identifying significant meanings and dismissing inappropriate ones to shape their professional identities.
Scope of the study
This study focused on the role of imagination in shaping teachers' professional identity, highlighting how it reveals both the similarities and uniqueness of individual educators While engagement and alignment are also crucial elements in developing professional identity, they are often influenced by external factors rather than the interactions between teachers and students.
The researcher conducted a study involving four early career EFL teachers, aged 23 to 25, across four institutions, including a public university, a public secondary school, a private school in Ho Chi Minh City, and a public primary school in Tay Ninh province These teachers, who had previously studied with the researcher, shared their firsthand teaching experiences, including both challenges and successes With one to two years of teaching experience, they managed diverse courses with varying objectives and learner levels The researcher maintained regular communication with the participants to schedule class observations, ensuring that the first observation took place at the beginning of each course.
Outline of the thesis
This thesis is structured into five chapters: the first chapter introduces the study, outlining its background, aims, research questions, and significance The second chapter provides a comprehensive literature review on five key areas: teacher identity, its formation and development, teachers' professional identity, the evolution of this identity, and teacher-student interaction The third chapter details the research methodology, including the research design, site, participants, instruments, and data collection and analysis procedures The fourth chapter is the core of the thesis, presenting, analyzing, and explaining the data collected Finally, the last chapter concludes the study, discussing pedagogical implications, limitations, and recommendations for future research.
Literature review
Concept of teachers’ professional identity
Research indicates that novice teachers' awareness of their professional identity significantly influences their teaching practices, pedagogical choices, work commitment, and adaptability However, the definition of teachers' professional identity varies across studies (Korthagen, 2004; Beijaard et al., 2004; Hong, 2010) Consequently, extensive research has been conducted to theoretically investigate this complex and abstract concept.
Gee (2000) defines a teacher's professional identity as a reflection of "being a certain type of person in a given context," prompting essential questions about self-perception and external recognition This definition underscores the contextual nature of identity, suggesting that various environments significantly impact a teacher's development However, Gee's use of "being" implies a static identity, which contradicts findings from numerous studies that highlight identity as a dynamic process To elaborate on this, Gee identifies four perspectives of identity: Nature-Identity, which pertains to unchangeable biological traits like gender and age; Institutional-Identity, which relates to the roles and positions teachers hold within hierarchical structures; Discourse-Identity, reflecting individual traits recognized by others through interaction; and Affinity-Identity, which emerges from shared experiences within communities These perspectives emphasize that professional identity is constructed and sustained through relationships and engagement, aligning with Wenger’s (1999) assertion of the intrinsic link between identity and practice.
Beijard (1995) defines a teacher's professional identity as the comprehensive understanding of oneself, shaped by both personal insights and the perceptions of others This perspective highlights the significance of self-awareness in teaching, suggesting that an individual's professional identity is not formed in isolation but is influenced by interactions with others, echoing the ideas presented by Gee (2000) and aligning with Smith's viewpoints.
According to Sparkers (2008), a teacher's professional identity is shaped by interactions with the external environment and personal experiences However, Beijard's (1995) definition does not adequately capture the fluid and evolving nature of this identity.
The definition of teacher’s professional identity was improved in Holland et al.
The concept of professional identity is defined as the way individuals perceive themselves and are perceived by others, as noted in 1998 (p.68) A crucial aspect of this definition is the phrase "constantly achieved," highlighting that the development of a teacher's professional identity is a continuous and evolving journey.
Kelchtermans (1993) emphasized that teachers' career stories and professional biographies are essential for reconstructing their professional identities and educational theories This notion is echoed by Olsen (2010), who argues that identity formation in teaching involves reconciling personal and professional aspects Teachers utilize their self-concept and established beliefs to interpret their professional experiences Professional development is seen as a learning journey influenced by career experiences and personal interpretations, encompassing self-perception as teachers and beliefs about the teaching profession The professional self comprises four key elements: self-image, self-esteem, job motivation, and task perception Self-image reflects how teachers view themselves and how they are perceived by others, significantly influencing their professional behavior Self-esteem is the evaluation of one's effectiveness as a teacher, with a positive balance between self-image and professional norms enhancing it Job motivation pertains to the reasons for choosing, remaining in, or leaving the teaching profession, with many studies indicating low motivation levels among teachers Lastly, task perception involves teachers' responses to their roles and responsibilities in the classroom.
“What’s my job as a teacher?" This component is about teachers’ perception of their roles and responsibilities.
Wenger (1998) posits that a teacher's professional identity is shaped through negotiated experiences, emphasizing that "we define who we are by where we have been and where we are going" (p.149) This perspective shifts the understanding of identity from a fixed attribute to an evolving process of "becoming" rather than "being." Teachers develop their identities through instructional practices and interactions with stakeholders, indicating that identity is not innate but formed through engagement in professional activities Wenger highlights that building an identity involves negotiating meanings within social communities (p.149) Supporting this notion, Bang (2008) found that prospective teachers begin to construct their professional identities by negotiating their prior experiences and instructional practices within their communities of practice.
Table 2.1 summarises the overview introduced in this section.
Table 2.1Summary of efforts to define the concept of teachers’ professional identity
Gee (2000) being a certain type of person in a given context
According to Beijard (1995), an individual's identity is defined by the various meanings they assign to themselves, as well as the interpretations made by others This comprehensive understanding of self encompasses both personal perceptions and external attributions, highlighting the complexity of individual identity.
(1998) the way in which a person understands and views himself and is often viewed by others—a perception of self that can be fairly constantly achieved
(1993) the career stories or professional biographies are the basis for the reconstruction of the teacher’s professional self and their subjective educational theory
Wenger (1998) as negotiated experiences where we define who we are by the ways we experience ourselves through participation as well as the way we reify ourselves
Teacher's professional identity is shaped by their self-perception and the specific contexts in which they operate, influencing their teaching behaviors It is essential to investigate this identity within various environments, as teachers may adopt different personas based on their interactions, such as being authoritative with younger students and more approachable with university learners For early-career teachers, shifting work environments can introduce new challenges, making it crucial for them to adapt their established identities Thus, context significantly influences the development of a teacher's professional identity, which is seen as a dynamic process of identification and negotiation rather than an inherent trait Through teaching practice, educators clarify their community's values, define their professional roles, and establish the beliefs that guide their classroom conduct.
One reason accounting for the discrepancies in defining teachers’ professional identity is that this concept has been investigated from different perspectives.
Many studies (Smith & Sparkes, 2008; Dillabough, 1999; Tilleman, 2000 & Mead,
The socio-cultural perspective posits that a teacher's professional identity is significantly shaped by their surrounding context, including the school environment, interactions with students' parents, and societal perceptions of educators Teaching communities play a crucial role in forming and transforming these identities Tillema (2000) emphasized that practical teaching experiences in the classroom are pivotal in constructing a teacher's professional identity Mead (1934) further argued that this identity development is a dynamic process influenced by social interactions, where language and experience hold particular importance However, there is limited understanding of how teachers navigate and develop their identities within the influence of these social contexts.
Meanwhile, other researchers (Smith & Parkers, 2008; Stenberg, 2011 & Goodson,
In 2003, a psychological perspective emphasized the internal processes of teachers as they interact with their environment, linking the concept of professional identity to the notion of self, as described by Cooley (1902) This view posits that self-formation is a reflexive learning process through which teachers accumulate values, attitudes, behaviors, roles, and identities over time Understanding one’s self is crucial for teachers to comprehend their actions and teaching methods As a result, personal systems significantly influence teachers' behaviors, classroom activities, and perceptions of their profession Cooley highlighted the importance of reflection in self-development and identity formation, underscoring its role in the teaching profession.
Teachers do not develop their professional identities in a uniform manner, as their interpretations of experiences can vary significantly The interplay between a teacher's identity and their context is complex, challenging the notion of a simple cause-and-effect relationship To gain a comprehensive understanding of how teachers' professional identities evolve, a multifaceted approach is essential This study examines identity development through a psycho-social lens, highlighting that identity is shaped by both socio-cultural interactions and individual experiences Additionally, the connections between teachers' professional identities and their social contexts are revealed through their interactions with students in both formal and informal environments.
The development of teachers' professional identity is viewed as a continuous learning process where educators interpret and reinterpret their professional experiences with students This study emphasizes the importance of these experiences rather than the personal aspects of teachers' daily lives and interactions with others outside the classroom.
Construct of teachers’ professional identity
Traditionally, teacher professional identity was seen as a fixed and stable concept, as noted by Kuhn & McPartland (1954) However, recent literature indicates that this identity is dynamic, continually evolving as individuals grow and interact with others (Zembylas, 2003; Coldron & Smith, 1999; Wenger, 1998).
Teacher professional identity can be understood through two distinct paradigms: "being a teacher" and "becoming a teacher." The former is often seen as temporary and role-dependent, while the latter represents a more dynamic process of growth and development, as highlighted by Mayer (cited in Clarke, 2008).
Learning to teach involves acquiring the necessary skills and knowledge to fulfill a teacher's role, as well as developing a personal identity as an educator This process can be understood as 'being the teacher' through skill mastery, or 'becoming a teacher' by cultivating one's sense of self in the profession.
According to Britzman (2003), learning to teach is a continuous journey of development and self-discovery, involving critical reflection on one's practices and potential This process entails both the reproduction of existing teaching identities and the redefinition of these identities to foster meaningful change in education.
Teacher professional identity development is understood as a process of situated learning that occurs through social experiences within a community (Wenger, 1998; Ball, 1972) This perspective challenges the erroneous belief that individuals exist independently from their social contexts.
Table 2.2 summarises the studies on major attributes of developmental process of teacher’s professional identity.
Table 2.2Studies on attributes of teacher’s professional identity development
Kuhn & McPartland (1954) The self as fixed and relatively stable.
Coldron & Smith (1999) Teachers’ professional identity is not a stable entity; it cannot be interpreted as fixed or unitary.
Erikson (1968) Teachers’ professional identity is not something a teacher has, but something that develops during his/her whole life.
Volkmann & Anderson (1998) Teachers’ professional identity is a complex and dynamic equilibrium.
Ball (1972) Situated and substantial identities.
Wenger (1998) Teachers’ professional identity is an ongoing process of framing and reframing through experience and interactions with the community members.
The researcher chose Wenger’s (1998) Communities of Practice framework to investigate teachers' professional identity due to its ability to identify factors that influence this development in various educational contexts (Smith & Shea, 2017) Wenger defines a community of practice as a group united by a shared concern or passion for collaborative learning and interaction Additionally, this study views the development of teachers' professional identity as a process of situated learning within a social community, making Wenger's framework particularly relevant as it connects professional identity with practice, highlighting each teacher's contribution to the school community.
Teacher professional identity development is framed as an experience involving modes of belonging in social learning: engagement, imagination, and alignment Engagement involves collaboration, communication, and the creation of shared artifacts, allowing teachers to connect with each other and their community, shaping their identities through these interactions Imagination enables teachers to envision their roles and the community context, facilitating self-reflection and exploration of new possibilities Lastly, alignment ensures that teachers' local activities are coordinated with broader processes, enhancing the effectiveness of their engagement beyond their immediate environment.
The following figure summarises three modes of belonging.
Figure 2.1Construct of teachers’ professional identity
As mentioned in the previous sections, there are four major factors contributing to the process of teachers’ professional identity development.
Figure 2.2Factors contributing to teachers’ identity development
Concept of imagination of teachers’ professional identity
According to Wenger’s (1998) theory, the development of a teacher's professional identity is shaped by modes of belonging in social learning, specifically through engagement, imagination, and alignment While engagement and alignment play crucial roles in this process, this research primarily focuses on imagination, as it allows teachers to interpret their experiences and differentiate themselves from others Imagination enables teachers to construct a self-image and reflect on their community, guiding them toward future choices and actions Wenger emphasizes that even when teachers engage in the same activities, their experiences and sense of self can vary significantly, highlighting the importance of imagination in identity development This study observes teacher-student interactions as a source of professional identity development, but it suggests that this focus may not fully capture the complexities of engagement and alignment in shaping a teacher's identity.
Imagination, as defined by Wenger (1998), is a vital aspect of a teacher's identity and community, enabling educators to transcend their immediate experiences and envision new possibilities for themselves and their students It allows teachers to perceive their roles from various perspectives, influencing their approach to teaching and learning For instance, in Dang’s (2013) study, Hien's flexible approach to student needs contrasts with Chinh's adherence to lesson plans, illustrating how different interpretations of teaching can arise from the same context These differences highlight the unique concerns and priorities of each teacher rather than suggesting one is superior to the other Ultimately, imagination empowers educators to derive diverse insights from their experiences, encompassing images of the world, themselves, and potential futures, as well as reflections on the past (Wenger, 1998; Clarke, 2008).
“image” in this statement is similar to Elbaz’s (1983) definition Specifically,
In this study, the term "image" encapsulates a teacher's emotions, beliefs, values, and needs about the essence of teaching The phrase "images of the world" has been adapted to "images of the community," emphasizing that a teacher's world pertains to their specific teaching community.
To foster diverse perspectives on an issue, teachers must step back and view their engagement from an outsider's perspective This approach allows them to reconstruct their self-image and reimagine both their internal and external representations within the community.
Wenger (1998) emphasized that imagination is a collective process shaped by overgeneralizations, such as fantasies and stereotypes, which extend a teacher's experiences beyond mutual engagement This understanding enables teachers to more accurately perceive their shared goals and fosters interactions within their community, nurturing a collective imagination Such interactions help teachers view the present as an extension of a shared heritage, facilitating the creation of new relationships across time and space Ultimately, this form of imagination enhances a sense of belonging, enriching both reality and identity.
The following figure summarises the above-discussed components of imagination.
Images of the past and the future
Figure 2.3Components of imagination (adapted from Wenger, 1998)
The development of imagination of teachers
Fettes (2005) describes the journey of becoming a teacher as a development of imagination, where reflecting on instructional practices fosters a critical awareness of their identities as educators Teachers assess their language, behavior, and interactions to evaluate their effectiveness and relevance to student learning and professional growth This reflective process, referred to as teacher imagination (Clarke, 2008), empowers educators to envision innovative classroom scenarios Such active engagement allows teachers to redefine their teaching roles within the community, significantly influencing and transforming the community's identity.
Robert and Graham (2008) found that student teachers develop self-direction and innovation through specific strategies for establishing their professional teaching identity These strategies include fitting in, selectively following a teacher's advice, and taking the initiative, which collectively reflect how prospective teachers exercise their imagination.
The conversation evolves to focus on the dual processes that influence teachers' imagination, identification, and negotiability Wenger (1998) emphasized that our identities are shaped by the tension between our commitment to different forms of belonging and our capacity to interpret the significant meanings within those contexts.
Identification involves experiences and materials that help build identities through personal investment in relationships of association and differentiation (Wenger, 1998) In psychology, this concept often pertains to interpersonal relationships, but Wenger emphasizes its significance in the context of teachers' communities and their membership forms Identification is a dynamic process that encompasses not only interactions among individuals but also their social existence, including various participants, social configurations, and artifacts (Wenger, 1998) Thus, it represents an active investment in sustaining teachers' identity development rather than being a mere subjective experience or static relationship.
The formation of teachers' professional identity involves three key attributes Firstly, identification is both reificative and participative; it encompasses the process of being recognized as part of a category or role, as well as the deeper connection of identifying with others This dual process shapes teachers' self-conception and their associations within the educational community Secondly, identification is relational and experiential, influenced by subjective perceptions and collective experiences For example, a teacher may feel a strong affiliation with their school while simultaneously being perceived differently by others, reflecting the complexity of self-identity Lastly, identification can have both positive and negative aspects, as a teacher may take pride in their teaching abilities yet struggle with personal relationships with students, highlighting the multifaceted nature of professional identity in education.
In the realm of imagination, a teacher's identification with a specific teaching community enables them to connect with a wider audience and take proactive steps toward engagement This process of self-positioning in diverse contexts relies heavily on the power of imagination, which serves as a crucial source of identification A teacher’s ability to identify is shaped by their perceptions of both the community and themselves, as well as the connections they envision across historical and social landscapes Consequently, this dynamic process allows for the expansion of identity across time and space, adding new dimensions to personal and professional identities.
Identification is a participative process where imagination fosters a sense of connection This can lead to an identity rooted in participation, or alternatively, an identity of non-participation stemming from feelings of dissociation.
In a nutshell, identification processes in the context of imagination defines which meanings matter to teachers.
The other process of developing teachers’ imagination is negotiability According to Wenger (1998), only identification cannot lead to a successful development of teachers’ professional identity in general and imagination in particular.
The identification process enables teachers to discern significant meanings, while negotiability reflects their capacity to influence these meanings, highlighting the extent of control they possess over their invested interpretations (Wenger, 1998, p.197) Although these two elements of identity may not always align, they are distinct and interdependent Negotiability empowers teachers to adapt and apply their chosen meanings to diverse contexts, enhancing their professional practice.
Imagination as a mode of belonging can be developed through both identification and negotiability It involves recognizing one’s experiences in others and understanding different perspectives (Wenger, 1998) For instance, when a teacher substitutes for another, they encounter a new context and students, allowing them to transport their experiences and create new meanings in their practice This interaction helps teachers see different roles and construct new self-images and community perceptions Participation enables teachers to integrate these meanings into their identities, rather than merely reifying them However, limited access to certain practices can lead to feelings of exclusion, particularly for early career teachers who may struggle to adopt various identities due to restricted contexts This selective integration can result in marginalization, causing feelings of disconnection and diminished influence within their community While non-participation may not seem critical, it is essential for teachers to recognize their limitations and focus on meaningful experiences, as an overwhelming belief in their ability to appropriate all meanings can blind them to their deficiencies and lead to conservatism.
According to Day (2012), the developmental patterns of teachers are more pronounced during their professional stages than in their imaginative growth This suggests that the journey to becoming a teacher is intricate, influenced by various factors that can either support or hinder their development (Akkerman).
Inspired by Wenger’s (1998) concept that teachers enhance their imagination through identification and negotiability, this research aims to categorize teachers' professional experiences related to their self-image, community perceptions, reflections on past events, and future orientations The identification process enables teachers to discern significant meanings in their experiences, emphasizing the importance of reflection, emotion, and community engagement Concurrently, negotiability assesses teachers' capacity to interpret these meanings, focusing on their agency, adaptability, decision-making, and experiences in resolving tensions.
In sum, the work of identification and negotiability is mutually accomplished as each process is necessary for teachers to develop their imagination.
Teacher – student interactions
Originating from the Didaktik tradition in Germany, the teaching-learning process is defined by the interrelations among three key elements: the teacher, the content, and the student (Herbart, 1835; cited in Harjunen).
2009) Notably, Wolfgang Klafki (1970) asserted that the relation is the interaction by nature, which allows other researchers to use the two terms “relation” and
Stenberg (2011) highlighted the importance of interactions in teaching practice and their impact on the development of teachers' professional identity Researchers such as Harjunen (2009) and Stenberg (2011) support the use of the didactic triangle, created by Kansanen & Meri (1999), to detail these interactions Figure 2.3 provides a visual representation of the didactic triangle.
Figure 2.4Basic elements of the didactic triangle (Kansanen & Meri, 1999; cited in Stenberg, 2011)
Kansamen & Meri (1999) emphasized that while the didactic triangle should be considered as a cohesive unit, it is often impractical in educational settings, leading to a focus on the interactions between teachers and students, as well as between teachers and content and students and content This study specifically examines the teacher-student relationship, setting aside the teacher-content dynamic Peterben (1989) noted that the interaction between teachers and students encompasses both immediate pedagogical engagement and indirect didactic relationships.
Contributions of pedagogical interactions to the development of
Van Manen (1991a) defines pedagogical interaction as a practical relationship between an adult and a young person on the path to adulthood, emphasizing the importance of trust (Harjunen, 2009) This personal connection, rooted in authority and love, significantly influences the quality of interactions in an educational setting In schools, pedagogical interaction encompasses the relationships between teachers and students, focusing on how educators establish and maintain these connections while navigating moral and ethical dilemmas in the classroom.
Kansanen (2003a) describes pedagogical interaction as inherently asymmetrical, with teachers serving as knowledgeable role models to support student development This dynamic does not imply a lack of democracy, as it operates on a voluntary basis, allowing students to engage with motivation and autonomy Furthermore, the nature of this interaction is influenced by historical contexts, which can lead to fluctuations during periods of change The relationship between teachers and students is not static; it evolves as students grow towards independence and autonomy While teachers focus on present interactions, they are ultimately guiding students toward a specific future vision, necessitating trust in their potential and capabilities.
Harjunen's study (2009) identified three key characteristics essential for effective pedagogical interaction: trust building, recognizing students as individuals, and the ethics of care and justice While Kansanen (2003a) highlighted the significance of teachers' trust in their students, Harjunen focused on the reciprocal trust between teachers and students, as well as teachers' self-trust Early career teachers often feel disconnected, merely fulfilling their roles, influenced by the ideals of the "perfect teacher." However, as they gain experience, they become more approachable, incorporating humor into their teaching The final characteristic emphasizes the importance of teachers addressing moral issues and their ability to convey ethical values, which includes demonstrating love, gentleness, and emotional connection in their classroom interactions Although teachers and students are equals as individuals, teachers play a crucial role in instilling norms and values in their students.
To effectively engage in pedagogical interaction with students, teachers must embody specific qualities, as highlighted by Van Manen (1991a) Key among these is thoughtfulness, which enables educators to interpret students' emotions and behaviors, allowing them to respond appropriately in various situations This insight helps teachers understand the underlying reasons for students' actions, fostering meaningful personal interactions Additionally, a caring alertness to the uniqueness of each child and situation is crucial, as it promotes recognition and respect for individual differences (Van Manen, 2003) Finally, teachers should cultivate a nurturing environment that empowers students to express their emotional needs, thereby enhancing relationships and creating an effective learning atmosphere By viewing students as more than just language learners and engaging with them in diverse contexts, educators can strengthen connections and support holistic development.
Contributions of didactical interactions to the development of
A crucial factor in education is the didactical relationship between teachers and students, which influences the studying process Kansanen & Meri (1999) emphasized that "teaching does not automatically lead to learning," highlighting that learning occurs in students' minds, while studying is observable in the instructional process (p.8) This indicates that teachers can actively manage students' studying to foster their learning.
In the educational framework, the relationship between students and content is crucial for achieving curriculum outcomes (Kansanen, 2003b) This dynamic is further influenced by the teacher's role in facilitating the connection between students and the material (Kansanen & Meri, 1999) Ultimately, this interaction forms the core of a teacher's profession.
Kansanen and Meri (1999) emphasized that merely adhering to technical rules does not guarantee success in didactical interactions, as each teacher must make individualized decisions regarding classroom management Teachers possess both general and subject-specific didactics, which are unique and shaped by their experiences and reflections This notion aligns closely with the concept of teachers' practical knowledge, defined as knowledge that emerges from teachers' experiences in the classroom.
Teachers' practical knowledge is derived from various sources, including educational theories, pedagogical methods, and teaching techniques learned during their training, as noted by Elbaz-Luwich (2005) Additionally, Clandinin (1985) emphasized that this knowledge is evident not only in teachers' actions but also in their discussions and reflections about those actions.
Harjunen (2009) identifies three key characteristics that enhance didactical interaction in the classroom First, effective teaching involves active listening and interaction, where teachers demonstrate patience and approachability through gestures like smiling and engaging in conversation, while also minimizing power dynamics Second, maintaining student motivation is crucial, achieved through fostering a positive classroom environment, offering praise, and encouraging collaborative group dynamics Lastly, the development of essential skills such as problem-solving, critical thinking, social interaction, and autonomous learning is vital, as students benefit from peer learning in diverse seating arrangements and varied teaching methods While teachers aim for friendly and approachable relationships with students, they emphasize the importance of maintaining professional boundaries.
Pedagogical interaction focuses on fostering positive relationships between teachers and students, as well as among students themselves, to cultivate an effective classroom atmosphere In contrast, didactic interaction centers on achieving the primary goals of teaching and is closely linked to the professionalism of educators.
Research gap
A general overview of the current theoretical and practical studies on teachers’ professional identity development in a response to social interaction leads the researcher to a couple of comments.
A qualitative approach is widely recognized as effective for understanding the professional identity formation of teachers, as it captures the significant experiences that influence their acceptance or rejection of values However, many prior studies have relied solely on semi-structured interviews, despite Clandinin's (1985) assertion that teachers' identities are best revealed through both their narratives and their actions within the teaching and learning process.
Research indicates that early career teachers encounter unique challenges and perceptions during their initial years of teaching, yet there is a lack of studies specifically focused on this group.
In 2008, numerous researchers examined the professional identity development of a diverse group of teachers, whose experience varied from two to forty years This wide range of working years makes it challenging to identify common patterns or challenges in their professional growth.
Professional identity in teachers is significantly influenced by their engagement in communities of practice While numerous studies focus on how interactions with mentors, supervisors, and colleagues shape teachers' professional identities, the impact of interactions with students on this identity formation process remains an unanswered question.
This study investigates the impact of teacher-student interactions on the formation of professional identities among early career teachers, providing insights into how these educators conceptualize and develop their professional identities.
Conceptual framework
Figure 2.5Conceptual framework of the study
This conceptual framework illustrates the relationship between key concepts in the study, focusing on the factors that influence the development of teachers' professional identity The research specifically narrows its scope to the contributions of teacher-student interactions, highlighting pedagogical and didactical interactions as the foundation for both data collection and analysis.
Chapter summary
Chapter 2 provides a theoretical background to the present study, including the concept and construct of teachers’ professional identity, the dual process of identification and negotiability in developing imagination of teachers’ professional identity as well as the definition and types of teacher-student interaction.Furthermore, research gaps on how teachers appropriate significant meanings and reject others to develop their imagination of teachers’ professional identity were figured out Finally, the established conceptual framework served as a basis for designing research instruments as well as collecting and analyzing data.
Methodology
Research design
This study utilized a qualitative approach to explore the identification and negotiability process in developing the professional identity of early career teachers Qualitative research focuses on in-depth exploration of phenomena using respondents' own words, without preconceived analytical assumptions (Tight, 2012) Emphasizing comprehensive data analysis over statistical findings, this research design aims to provide valuable insights into the experiences of early career educators.
Case studies are widely recognized as a suitable method for qualitative research, as noted by several scholars (Cresswell, 2007; Berg, 2004; Cohen et al., 2011; Lune & Berg, 2017) This approach effectively examines both simple and complex phenomena, with units of analysis ranging from individual cases to large institutions and significant global events Additionally, case studies utilize diverse data-gathering techniques and can significantly enhance theoretical application and understanding.
According to Berg (2017), a purely exploratory case study of a single unit can incorporate inferential elements that may be applicable to other cases In this study, Huberman (1989b) emphasizes that the process of identity development during the early career phase is crucial to understanding this dynamic.
Case studies provide a descriptive approach to understanding the patterns of development and the influencing factors in education They enable researchers to explore the real-life experiences, thoughts, and perceptions of novice teachers, shedding light on their professional identity development.
This study employed a purposive sampling technique to effectively explore the professional identity development patterns of early career teachers across various school contexts Relying on readily available subjects would not have been suitable for achieving the study's objectives.
Purposive sampling is a strategic informant selection method that enables researchers to identify and recruit subjects who possess the necessary knowledge or experience to provide valuable insights (2002) This study focused on the unique experiences and perspectives of individual teachers rather than making broad generalizations about the entire population Through cross-case comparisons and inferential analysis, the contributions of each participant enriched the understanding of early career teachers' professional identity development Additionally, Lune & Berg (2017) emphasized that purposive sampling facilitates the inclusion of diverse individuals with specific attributes, which is crucial for achieving the study's goal of exploring diversity.
Participants
This study involved four early career EFL teachers from various organizations in urban Ho Chi Minh City and Tay Ninh province According to Cameron (2017), "early career teachers" are defined as those within a three-year window of their initial teaching experience.
The pre-qualification training period for teachers usually lasts one year, followed by the initial two years of their qualified teaching career Researchers often refer to these educators as "early career teachers," encompassing those within their first five years in the profession (Weldon, 2018; Joseph, 2011) To ensure clarity, all participant names have been replaced with pseudonyms and arranged in alphabetical order.
Name Gender Age Year of graduation
An Female 24 2016 2 years Ho Chi Minh City University of Technology and Education (HCMC)
Binh Female 23 2017 1 year Hoa Sen private school
Chi Female 24 2016 2 years Huynh Van Nghe secondary school (HCMC)
Duy Male 23 2017 1 year Teach for Vietnam
Ho Chi Minh University of Technology and Education is a public institution featuring over 40 lecturers in its Faculty of Foreign Languages, primarily teaching General English to students in technical fields In contrast, Hoa Sen is a private educational system that offers classes from primary to high school levels Additionally, Huynh Van Nge is a public secondary school with approximately 10 experienced English language teachers Furthermore, Teach for Vietnam is a non-profit organization focused on enhancing English language skills for children and teenagers in rural areas.
Hargreaves (2000) highlights that primary and secondary teachers perceive teacher-student interactions differently; however, both groups recognize these interactions as the key factor influencing their teaching philosophy Despite variations in their experiences with students, the impact of these interactions on early career teachers' instructional practices remains significant across all educational levels.
Accordingly, it is appropriate for the researcher to choose the participants with different school contexts.
All participants, who graduated from the Faculty of Foreign Languages at Ho Chi Minh City University of Technology and Education, had previously taken courses with the researcher, fostering a close relationship that encouraged them to share their teaching experiences The three female teachers graduated in 2016, while the male teacher graduated in 2017, and all participants are in their early twenties, brimming with energy and passion for their profession.
Research instruments
Neumann (2006) opined that most case studies utilize a variety of data generation methods such as photos, interviews, observations, and documents in a single case.
This study examines the interaction between teachers and students through interviews and class observations, aiming to gain insights into instructional practices and teachers' self-perceptions regarding their profession.
The researcher chose semi-structured interviews for two key reasons First, Gubrium & Holstein (2003) highlight that these interviews allow questions to be tailored to reflect the diverse perspectives individuals have about the world Second, Lune & Berg (2017) assert that semi-structured interviews provide a systematic approach while also granting the interviewer the flexibility to explore topics in depth, allowing for probing beyond the standardized questions.
The study utilized one-to-one interviews instead of focus-group discussions to effectively explore the unique developmental patterns of individual teachers This approach allows for a deeper understanding of each teacher's experiences, free from the influence of others' narratives.
The semi-structured interview consisted of six sections with open-ended questions, addressing key areas such as participants' personal information, learning and work experiences, perceptions of the school community, self-image, and reflections on the past, future, and possibilities The interview questions were adapted from Jiang's 2017 study, which examined the development of teachers' professional identity in social learning, aligning with Wenger's 1998 theory Thus, both studies share common research objectives.
The interview questions were initially crafted in English and subsequently translated into Vietnamese (refer to Appendix 1A for the English version and Appendix 1B for the Vietnamese version) This translation aimed to ensure that interviewees comprehended the questions thoroughly and could articulate their responses clearly.
According to McCracken (1988), the researcher serves as the primary "sensor" in class observations, making this method crucial for gathering insights In this study, the professional identity of novice teachers is shaped not only through interviews but also significantly by their classroom environment, particularly the interactions between teachers and students This perspective is further supported by Wenger (1998).
“our practices provide resources for building that picture” and Watson (2006)
Professional action is intrinsically linked to the development of professional identity, particularly in the context of teachers Understanding teachers' professional identity requires examining the interactional processes within the classroom Class observation serves as a vital tool for uncovering these identities, and non-participant observation was utilized as the primary research method Due to time limitations, the researcher concentrated on observing teacher-student interactions rather than participating in all classroom activities This focused observation included analyzing teachers' behaviors, students' responses, teachers' verbal communication, and students' attitudes Field notes were also documented to support the findings.
Data collection procedure
Participants were contacted weeks in advance to invite them to join the study, during which they received a brief overview of the research objectives, although the specific interview questions were not disclosed.
Data include 12 class observations; 4 semi-structured pre-interviews; 12 semi- structured post-teaching round individual interviews; and 4 semi-structured follow- up interviews.
The researcher conducted three class observations of participants' instructional practices throughout the semester, focusing on teacher-student interactions, including teachers' talk, behaviors, and students' attitudes Observations took place in the classrooms of three teachers in Ho Chi Minh City through non-participant observation, while for the teacher in Tay Ninh province, observations were made using videos provided by the participant.
Throughout the course, four face-to-face semi-structured interviews were conducted with each participant, scheduled at the beginning, middle, and end of the semester These interviews were held in various locations, including the researcher’s office, participants' classrooms, and coffee shops, ensuring convenience for the interviewees The researcher prioritized the participants' availability when arranging the meeting times.
Prior to the semester, individual pre-interviews lasting 50-70 minutes were conducted with novice teachers to explore their learning and work experiences These interviews aimed to uncover participants' self-perceptions, their views of the world, and their aspirations for the future, as well as reflections on their past For a sample of the pre-interview transcript, please refer to Appendix 2.
Post-teaching interviews served as the main source of data, providing valuable insights into novice teachers' instructional practices and their perceptions of teaching responsibilities Conducted within 48 hours of each lesson, these semi-structured interviews aimed to enhance the reliability of the data collected (Nunan, 1992) For a sample of the post-teaching interview transcript, refer to Appendix 3.
The follow-up interviews, approximately 60 minutes for each, focused on same issues as the pre-interviews, except for participants’ background.
Table 3.2Class observation and interview schedule
In the interviews, the researcher fostered a comfortable atmosphere through casual conversation before commencing, conducting the discussions in Vietnamese to facilitate ease of expression for participants While the interviews were primarily open-ended, the researcher occasionally sought clarification on brief responses by prompting participants with questions like “And then?” or “Could you elaborate on that?” Each session was audio-recorded and transcribed, ensuring accuracy To uphold anonymity and adhere to research ethics, the researcher utilized code names and removed any identifying information from the transcripts.
As part of the member-checking process, transcripts of the interviews were returned to each novice teacher to ensure that their intended messages were accurately captured (Ezzy, 2002).
Data analysis procedure
This part gives the reader an overall picture of the whole data analysis process.
To identify patterns of professional identity development, Creswell’s (2009) procedure of data analysis was adopted There were four steps as illustrated in Figure 3.6.
Step 3 Coding properties into categories
Figure 31.Procedure of data analysis
The researcher transcribed the audio-taped material, resulting in an average of 14 pages of text formatted in Times New Roman, font size 13 In the initial step, the transcripts were thoroughly reviewed, and significant quotes were highlighted and compiled Due to time constraints, only these selected quotes were translated from Vietnamese into English.
Table 3.3Example of collecting quotes
I strive to instill confidence in my students by encouraging them to believe in their abilities Whenever they successfully answer a question, I make it a point to applaud their efforts I avoid moving on to another student when someone struggles to answer, as this could foster a negative habit of passing on difficult questions Instead, I focus on praising correct responses to reinforce their learning and motivation.
While I sense a degree of solidarity among my students, I cannot claim it applies to the entire class There have been occasions when they invited me to the cinema or out to eat, and some have inquired about my absence from their class, expressing a desire for me to continue teaching them.
In Step 2, the highlighted quotes were segmented into information categories and organized into Properties To prioritize and honor the participants' voices, the researcher utilized In Vivo Coding, which aligns with the verbatim principle by incorporating terms and concepts directly from the participants' words According to Stringer (2004), In Vivo Coding effectively captures the meanings embedded in individuals' experiences Table 3.6 illustrates this process.
In Vivo Codes are placed in quotation marks, and how virtually each line of data gets its own code.
Table 3.4 Example of selecting properties
I strive to instill confidence in all my students, encouraging them to believe in their abilities Whenever they successfully answer a question, I make it a priority to applaud their efforts I avoid moving on to another student when someone struggles to respond, as this could foster a negative habit of avoiding challenging questions Instead, I focus on praising them when they provide correct answers, reinforcing their learning and participation.
(2) I believe that there has been a 1 certain solidarity, but I cannot say for 100% of the class There were times they
2 invited me to cinemas or restaurants Sometimesthey even asked why I do not teach at their class anymore or 3 asked me to continue teaching them.
1 “believe that they can do”
3 “asked me to continue teaching them”
In Step 3, properties were categorized and subsequently coded into Themes, with the researcher consistently referencing the conceptual framework and relevant literature to develop the codes Regular discussions with the supervisor ensured ongoing oversight throughout the coding process The accompanying figure illustrates this coding methodology (Creswell, 2012).
Initially read through text data
Divide the text intro segments of information
Label the segments of information with codes
Reduce overlap and redundancy of codes
All the themes were presented in tables in the following analytical framework to make it legible and logical.
Table 3.5 Analytical framework of the study
B3 Images of the past and the future
How doesone’s relation to students contribute to the development of self-image?
How does one’s relation to students help toward shapingimages of the colleagues and students?
How does one’s relation to students help toward seeing connections through time?
How does one’s relation to students contribute to therange of choices and actions?
How doesone’s relation to students’ studying and learning contribute to the development of self-image?
How does one’s relation to students’ studying and learning toward shaping images of the colleagues and students?
How does one’s relation to students’ studying and learninghelp toward seeing connections through time?
How does one’s relation to students’ studying and learning contribute to therange of choices and actions?
In Step 4, the coding process was finalized, leading to a shift in focus towards interpretation The researcher utilized Creswell’s (2007) template for analyzing a case study to interpret the coded material, as the study did not seek to make generalizations.
“Assertions and Generalisations” was removed from the original template to produce the adapted version in Figure 3.6.3.
The analysis of the case study involved a detailed description of each participant to explore the development of four key components of teachers' professional identity, which serves as a foundation for broader cross-case analysis issues.
The issue of trustworthiness
To enhance reliability and control biases in the study, the researcher implemented three strategies recommended by Creswell (2007) and Nunan (1992) First, high-quality recording equipment was used to capture all interviews, which were then meticulously transcribed and reviewed Additionally, the researcher performed analyses in accordance with established qualitative research guidelines and an adapted conceptual framework Finally, post-teaching interviews were conducted within 48 hours of each lesson, as suggested by Nunan (1992).
To evaluate the accuracy of her findings, the researcher implemented three validation strategies First, she fostered trust with participants by engaging in informal discussions about shared interests and the study's objectives prior to interviews, creating a comfortable atmosphere Additionally, her consistent classroom observations throughout the semester allowed participants to become accustomed to her presence, minimizing any potential negative effects on their performance Second, the researcher employed triangulation by utilizing multiple sources, such as face-to-face interviews and class observations, to illuminate the identification and negotiation processes of novice teachers Lastly, during the coding process, she regularly consulted with her supervisor to discuss coded excerpts and address challenges in coding and analysis, thereby enhancing the connections between categories.
In 2016, discussions facilitated the articulation of internal thought processes and the clarification of emerging ideas, potentially leading to new insights about the data Additionally, the researcher engaged participants during analysis to validate interpretations, a technique suggested by Ezzy (2002) to ensure the trustworthiness of the findings.