Speaker
Description
This qualitative multiple case study investigates how classroom experiences shape professional identity development among EFL pre-service teachers in Vietnam. The research uses the Dynamic Systems Model of Role Identity framework to address critical gaps in understanding how different teaching experiences contribute to identity formation and how EFL pre-service teachers manage professional tensions. The study invites five EFL pre-service teachers with at least one year of paid teaching experience. The data were collected through semi-structured interviews and visual illustrations. Thematic analysis revealed significant transformations across four identity components: professional self-concept, belief systems, purposes and goals, and pedagogical practices. Findings demonstrate that critical incidents emerged as primary catalysts for identity transformation, particularly encounters with student disengagement, diverse learning needs, and classroom management challenges. These experiences triggered three key transformation mechanisms: cognitive dissonance when classroom realities contradicted initial beliefs, reflective practice that enabled meaning-making from difficult situations, and adaptive integration of theoretical knowledge and real classroom scenarios. Unlike traditional practicum research, this study examines paid teaching positions where EFL pre-service teachers navigate dual roles as a student and a fully responsible professional. The research has several practical implications: creating meaningful classroom experiences in teacher education programs, facilitating multi-level reflection, addressing theory-practice gaps, supporting adaptive teaching approaches, and fostering resilient professional identities. These findings offer strategies to improve pre-service teacher education and support professional identity development in EFL contexts.
Biography
Mr. Bui Anh Duc studied at University of Languages and International Studies, Vietnam National University, Hanoi, specializing in English Language Teacher Education. He has experience in EFL curriculum development and teaching across diverse populations, including public school urban and sub-urban students. He has published research on student motivation and wellbeing. His interests include teacher education, curriculum development, and educational equity.
Ms Nguyen Thi Kim Phuong (M.Ed) is a lecturer at University of Languages and International Studies, Vietnam National University, Hanoi. She has 18-year experience in teaching English and methodology, and training pre-service and in-service teachers. She is also an author of English textbooks for pre-school and upper secondary students. Her interests include Teacher Education, English Language Teaching, and ICT in ESL classrooms.
Mr. Lê Nhật Nam is a senior student at the University of Languages and International Studies, Vietnam National University, Hanoi, specialized in English Language Teacher Education. He has 4 years of experience teaching and tutoring English to students of various proficiency levels, ranging from high school students to working professionals. His interest is psychological education, including self-directed learning and metacognition in EFL learning.
