Speaker
Description
It is crucial to gain insights into the pivotal role of professional identity in shaping teachers’ long-term efficacy and commitment, and understanding how it is formed during initial teacher education. However, limited research has examined how contextual elements within the teaching practicum shape EFL student-teachers' evolving beliefs and identities, particularly in the Vietnamese setting. To this end, the study aimed to explore how teaching practicum experiences influence the beliefs, ultimately moderating the professional identity formation of four Vietnamese EFL student-teachers during their teaching practicum. Drawing upon qualitative data from interviews and reflective teaching journals, a thematic analysis presented four key context-related factors that inform these developments: mentorship and support, peer collaboration, classroom management experiences, and student interactions. Findings suggest that the practicum functions as a crucial environment in which student-teachers' beliefs are refined, and their professional identities are accordingly constructed. These contextual components generate critical learning opportunities that prepare them for the complexities of the upcoming teaching profession. The study underscores the importance of comprehensive teacher education programs emphasizing student-teacher mentorship, collaborative practice, and authentic classroom engagement. Such initiatives are essential for maintaining adaptable beliefs and professional identities, equipping student-teachers to meet the demands of their future early careers effectively.
Biography
Le Khanh Linh is a lecturer of English at the Faculty of Foreign Languages at An Giang University, Viet Nam National University, Ho Chi Minh City, Vietnam. He obtained his Master’s degree in TESOL from Can Tho University, Vietnam. He is interested in conducting teacher beliefs, identity, and professional development studies.
