Speaker
Description
Teacher identity is viewed as a continuously evolving construct that is influenced by both internal and external factors. This qualitative research, therefore, analyzes how pre-service teachers navigate cultural challenges, language barriers, and pedagogical differences to gradually develop their professional identity during their international teaching practicum in Thailand. A qualitative approach was adopted through the three-dimensional narrative inquiry space as a structural framework. Regarding the analytical tool, Interpretative Phenomenological Analysis was applied to explore in depth the lived experiences of participants by adopting a double hermeneutic perspective. Research results showed that the multicultural environment in Thailand created disorienting dilemmas, which, through experiential dissonance, reflective practice, and social and contextual interactions, challenged pre-service teachers’ prior perspectives and fostered identity shifts from passive recipients of knowledge to active facilitators. Furthermore, language barriers served as catalysts to encourage them to mobilize diverse resources for effective communication; therefore, they recognized the usefulness of nonverbal communication and utilized translanguaging in the classroom to address the dual language barrier between Thai students and Vietnamese teachers. Finally, the practicum experience enhances student teachers’ confidence, adaptability, and empathy toward students, while changing their initial pedagogical prejudices and fostering resilience and a lifelong learning persona. Collectively, these findings provide insights for teacher education programs to equip pre-service teachers with the competencies and mindset necessary for a global education environment.
Keywords: professional teacher identity; international teaching practicum; pre-service teachers; narrative inquiry
Biography
Bio: Trần Nguyễn Minh Phương is a final-year student at the University of Foreign Languages and International Studies, Hue University. During her university journey, she served as the Vice Secretary of her Youth Union Branch while consecutively achieving the title of Excellent Student for four academic years. Additionally, she was awarded a fully-funded scholarship for a semester-long exchange program in Thailand in 2026. Her research interests primarily focus on qualitative studies, English education, and identity development. She is passionate about exploring how cross-cultural educational experiences shape future educators’ competence and pedagogical mindsets. Furthermore, she aims to leverage these international insights to contribute meaningfully to the evolving landscape of global English language teaching.
Bio: Tran Thi Thao Phuong is a lecturer and researcher at the University of Foreign Languages, Hue University, specializing in language education and health communication. She earned her PhD in applied linguistics from the University of Queensland in early 2020. Her research explores teacher emotions, professional identity, and career choices, focusing on how educators grow, adapt, and sustain their well-being in changing contexts. Her broader academic interests include EFL education, translation studies, intercultural communication, and clinical communication. Passionate about fostering meaningful human connections through language, her work also examines how cultural and linguistic insights can improve communication in healthcare settings
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