Speaker
Description
Abstract
This think piece contributes to qualitative inquiry and teacher professional development by introducing collaborative feedback poetry as a theoretically grounded, pedagogically innovative approach to literature reviewing. Co-authored by a professor and a postgraduate student transitioning into early-career academia, the paper explores how poetic inquiry fosters teacher autonomy, identity formation, and professional agency through affective, polyvocal engagement with academic texts. Rather than relying solely on summary or critique, this method invites educators in higher education to respond creatively and emotionally, surfacing personal and social concerns such as belonging, exclusion, and positionality, drawing on the work of Prendergast (2006), Morrissey (2016), and Jack & Illingworth (2024). Through dialogic and reflective writing, both authors experienced mutual learning and intercultural exchange, demonstrating vigour as conceptualized by Faulkner (2016) and reinforcing the value of subjectivity and voice in scholarly development. The paper positions collaborative feedback poetry as a developmental and ethical tool for reimagining literature reviewing as emotionally resonant and identity-affirming, thereby empowering teachers as creative and agentive knowledge producers.
Keywords: teacher identity, agency, poetic inquiry, literature review, higher education
Biography
Nguyen Phuong Le is a lecturer of English at Hanoi National University of Education (HNUE), Vietnam. She earned her Master of Arts in Digital Teaching and Learning from the University of Nottingham, United Kingdom, where she began exploring poetic inquiry and co-authored this article during her postgraduate studies. Her academic interests lie at the intersection of digital education, teacher development, and creative methodologies in qualitative research.
Phuong has extensive experience in research, teaching, and academic development across various contexts in higher education and international educational organizations in the US, UK, and Vietnam. She completed her BA in English at Northern Kentucky University, USA, with the highest distinction. She has taught English language skills and supervised research methods to both English majors and non-majors, with a strong commitment to learner autonomy and inclusive pedagogy. Her work is informed by a deep interest in teacher identity, intercultural communication, and the creative dimensions of academic writing.
She is passionate about reimagining education through poetic, digital, and participatory practices, and continues to contribute to the evolving landscape of qualitative inquiry in language teacher education.
