Illuminating the English as a Foreign Language (EFL) teaching odyssey: unveiling the professional identities of pre-service teachers

Abstract

Background: This study delves into the self-perceived professional identities of pre-service English as a Foreign Language (EFL) teachers within a Vietnamese context. The objective of this study was to augment the understanding of the evolution of teacher identity, which would subsequently provide valuable insights for the formulation of bespoke teacher education programs. Methods: This research was anchored in grounded theory, adhering to a qualitative research design. Reflective writing was the primary instrument for data collection, with 238 pre-service teachers, enrolled in an English Teacher Education training program. Data collection took place in the academic year 2022-2023 at a university in Can Tho city, Vietnam from February 1 st until May 31 st , 2023. Pre-service teachers were tasked with writing an 80-word reflection on their perceived professional identity. Participants were chosen through convenience sampling. Data analysis encompassed open coding and a constant comparative method, culminating in the construction of a theoretical framework. Results: The findings of this study revealed a continuum of self-perceived professional identities among 238 pre-service teachers (28 identities in total), encompassing flexible teachers (n=24), student-cantered teachers (n=21), reflective teachers (n=16), growth-oriented teachers (n=13), engaging teachers (n=12), supportive teachers (n=11), enthusiastic teachers (n=10), disciplinarian teachers (n=9), subject-matter expert teachers (n=9), resourceful teachers (n=8), balanced teachers (n=8), pragmatic teachers (n=7), relationship-builder teachers (n=7), sociable teachers (n=7), attentive teachers (n=7), real-world connector teachers (n=7), professional boundaries teachers (n=7), interactive teachers (n=6), traditional teachers (n=6), holistic teachers (n=6), contextually aware teachers (n=5), cheerful teachers (n=5), authentic teachers (n=5), appreciated teachers (n=5), compassionate communicator teachers (n=5), guided teachers (n=4), feedback-driven teachers (n=4), and consistent identity teachers (n=4). Conclusions: The study offers invaluable perspectives into the genesis of professional identities in the domain of teacher education within the Vietnamese EFL context and holds significant implications for the enhancement of teacher training methodologies and pedagogical development.