VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN LA YEN NHI VIETNAMESE NOVICE ENGLISH TEACHERS’ IDENTITY CONSTRUCTION: A CASE STUDY (Quá trình hình thành bản dạng nghề nghiệp của M.A THESIS SUMMARY (APPLICATION ORIENTATION) Field: English Language Teaching Code: 8140321.01 HÀ NOI - 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN LA YEN NHI VIETNAMESE NOVICE ENGLISH TEACHERS’ IDENTITY CONSTRUCTION: A CASE STUDY (Quá trình hình thành bản dạng nghề nghiệp của M.A THESIS SUMMARY (APPLICATION ORIENTATION) Field: English Language Teaching Code: 8140321. Nguyén Hoa HÀ NOI - 2024 DECLARATION I hereby state that I: Nguyễn Lã Yén Nhi (QH2020.E2), being a candidate for the degree of Master of Arts (TEFL) accept the requirements of the College relating to the retention and use of Master’s Thesis deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Signature ACKNOWLEDGEMENTS First and foremost, I would like to send my sincerest thanks to my supervisor, Professor Nguyen Hoa.
I was indebted to his for all his devoted supports and encouragement. Without his guidance, I could not have finished this research. Moreover, I am grateful to all of five novice teachers who took part in my study. If it had not been for their agreement and active participations, this paper would never have been completed.
Last but not least, I would like to show my heartfelt appreciations my family and my best friend for providing me with unfailing support and encouragement during the time I conducted this study. It was their belief in me that made this accomplishment possible. Hanoi, 2024 Nguyễn Lã Yến Nhi Approved by SUPERVISOR nitude! _— —————— Prof.2024 ii ABSTRACT Teacher identity plays a crucial role in teachers’ decision on teaching styles, methodology and personal development opportunities. Although in-service language teacher identity has received considerable attention of researchers in the past decade, there is little knowledge in regard of how novice teachers negotiate their professional identify in the learner-teacher role transition process.
Adopting multiple case studies as research design, this study aims to investigate how novice English as a Foreign Language (EFL) teachers construct and reconstruct their teacher identity during the early years of their teaching career. The sample involves five EFL novice teachers working in four K-12 institutions in Hanoi. The research reveals that the professional identity development of novice teachers in Vietnam is a multifaceted journey influenced by their family backgrounds, personal values, educational experiences, and the challenges faced during their initial teaching year. iii ABBREVIATIONS EFL: English as a Foreign Language 1V TABLE OF CONTENTS DECLARATION 001.
iii ABBREVIA TIONS. LH» HH HH HH HH HH, IV LIST OF TABLES 110107. vii LIST OF FIGURES .- --- Ăn HH HH HT nh nh nh nu HH nành Vili CHAPTER 1.- 0 ng HH HH Hiệp 1 1. Rationale of the problem.
Background of the Study .-- Ăn TH ng HH 3 1. Aims and objectives of the Study. 6 <1 HH TH ng ngư4 1. Scope Of the S{UỦYy.
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The concept of teacher identity (TÌÏ). Previous research on teacher identity and novice EFL teachers. Teacher identity conceptual frameWoOrkS .cceeccessccesseeeeceeeeceeeseeenseeensnees 14 Chapter SUMMALY 0. cece eeeeseceeeeeeeeeeeseceseesceescesseeecescesseesseesaesceseesseeeaeees 20 CHAPTER 3.- ng HH HH nhiệt 21 3.
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-- - c1 HH HT kg TH kg ky 68 REFERENCES.- HH HH HT HH TH HH Hiện 70 {g0 707/00.Yda5)ÀIÐ)PGP. ee ceeecescesesseeseeeceesceeceeseeseesessesaecseesecseeaeesesseeseeaessesaeceeseesereeneeaeeneeaes II APPENDIX 02. Ix vi LIST OF TABLES Table 3. Teacher 1’s descriptive interview anaÏySIS.
Teacher 2’s descriptive interview anaÏYS1S. Teacher 3’s descriptive interview analysis. Teacher 4’s descriptive interview analysis. Teacher 5’s descriptive interview anaÏYS1S.
¿5:5 s+scccvssrrersree 52 Vii LIST OF FIGURES Figure 2. A conceptual framework for language teacher identity (Yazan, 2018). Four domains influencing novice EFL teachers’ identity construction. Procedure of data €OÏÏ€CfIOH.
- 1 tt 9222 re, 31 Figure 4. Teacher 1’s narrative essay IllusfratIOI. ---¿-+ + ccs++++esssvxsxsrsrses 36 Figure 4. Teacher 2’s narrative essay 1lÏusfrafiOT.
Teacher 3’s narrative essay 1ÌÏuSfrafIOn. Teacher 4’s narrative essay 1lÏusfrafiOT. Teacher 5’s narrative essay 1ÌÏuSfrafIOn. ¿5-5 scc+xsxsrssersresree 41 Vili CHAPTER 1.
Rationale of the problem Due to the significant change in the role of the teacher recently together with the demands and expectations the community places on teachers and school, teacher identity is a topic that has received considerable attention of researchers since the past decade. Prior studies suggest that teachers’ professional identity has enormous impacts on their choices of responsibility, curriculum practice, professional development, and commitment and job effectiveness (Beijaard, 2000; Day et al., 2005; Clarke, 2009; Hong, 2010; Yazan, 2018). Consequently, it is essential to study how teachers perceive themselves at work and what factors influence the way teachers construct and reconstruct their professional identity. In regard to language education, Varghese, Morgan, Johnston and Johnson (2005, p.
22) propose that, “in order to understand language teaching and learning we need to find out about various aspects of teacher’s identity; and in order to understand teachers, we need to have a clearer sense of who they are: the professional, cultural, political and individual identities which they claim or which are assigned to them”. In case of novice teachers, they struggle during the early stage of their career as they have to go through the learner-teacher role transitions process in which they test out their prior learning experience from education program and establish their professional images (Farrell, 2003; Sabar 2004; Li, 2012; Huang, Wang and Teng, 2019). Their entrance into the teaching profession is strongly related to their commitment and development (Rots et al. Therefore, understanding novice teachers’ identity formation is crucial for enhancing teacher education programs, providing targeted support and promoting professional development within the English as a Foreign Language (EFL) community.
An identity position as a teaching or language teacher may exist and be asserted, assigned, defended, or contested by an individual or external party (Reeves, 2018). Recent research in the field of English language teaching has explored various aspects of teachers’ negotiation and development of professional identities. Teacher identity is not stable, but rather dynamic and multifaceted. Constructing teacher identity is an ongoing process, developing over time and influenced by teacher’s characteristics, teaching experience and professional contexts (Aghaei, Bavali and Behjat, 2020).
At different stages in their career, teachers may have different experiences in constructing and reconstructing identity. Farrell (2011) suggested that experienced ESL teachers found it comfortable to adopt and create identity positions that both suited their preferences and satisfied institutional demands. The research of Castaneda & Alberto (2011) on Colombian student teachers during their practicum indicated that student teachers were aware of their professional identity and their potential as a new generation of teachers even though they struggled to develop their own profession style and meet the society’s expectations. Similarly, Trent (2010) found in his study of pre-service teachers that pre-service teachers held an inflexible view on teacher identity that results in identity crises in which they negotiate their own identity and the professional roles.
These conflicts can either facilitate or hinder teacher development (Tsui, 2007). If a teacher overcomes identity crises, the next stage is professional development when he/she pursues his/her professional goals. Despite the flourish of research on professional identity of in-service and pre- service teachers, little is known about novice teachers who are newly qualified teachers with less than five-year teaching experience. Li (2020) attempted to investigate the multiple identities that novice language teachers position themselves the classroom setting through classroom discourse.
However, there is still insufficient knowledge regarding their identity formation process. In addition, few studies in this field have been conducted in Vietnamese context. As teacher identity is socially mediated and discursive, with in growth of English teaching and learning in Vietnam together with the massive changes in educational orientation, there is an urgent need for research which explores how novice teachers portray themselves as an EFL teacher as well as adapt with the demands of the society. From this direction, this paper addresses how Vietnamese novice EFL teachers construct and negotiate their professional identity in teaching practice using narrative inquiry.
This study also proffers personal investment theory (Maehr & Braskamp, 1986) as a potential framework for understanding factors that affect novice EFL teachers’ identity formation. Background of the study The motivation for this research is rooted in the evolving role of teachers in contemporary education and the increasing demands and expectations placed on educators and schools by society. Teacher identity has garnered significant attention from researchers in the past decade, and previous studies have highlighted its profound impact on various aspects of teaching, such as responsibility, curriculum practice, professional development, commitment, and job effectiveness (Beijaard, 2000; Day et al., 2005; Clarke, 2009; Hong, 2010; Yazan, 2018). Understanding how teachers perceive themselves at work and the factors influencing the construction and reconstruction of their professional identity is crucial.
In the context of language education, Varghese, Morgan, Johnston, and Johnson (2005) emphasize that comprehending various aspects of teachers’ identity is essential to understanding language teaching and learning. Novice teachers, in particular, face significant challenges during the early stages of their careers as they transition from being learners to teachers. Their initial experiences and identity formation are closely related to their commitment and development in the teaching profession. Given the complexities of identity in teaching, it is essential to explore the ongoing and dynamic nature of teacher identity construction.
Teacher identity is not static but continuously evolving, shaped by individual characteristics, teaching experience, and professional contexts (Aghaei, Bavali, and Behjat, 2020). Experienced ESL teachers, for instance, may find it more comfortable to adopt identity positions that align with their preferences and institutional demands (Farrell, 2011). Research has shown that student teachers and pre-service teachers also grapple with identity development, which can either facilitate or hinder their professional growth (Castaneda & Alberto, 2011; Trent, 2010). Despite extensive research on the professional identity of in-service and pre- service teachers, there is a dearth of knowledge regarding novice teachers, who are newly qualified and have less than five years of teaching experience.
This gap is particularly pronounced in the context of Vietnam, where English teaching and learning are expanding rapidly, and educational orientations are undergoing significant changes. The study aims to fill this gap by investigating how Vietnamese novice EFL teachers construct and negotiate their professional identity in teaching practice using narrative inquiry.