Constructing Professional Identities in New Figured Worlds: Foreign Language Teachers Transitioning to English Teaching in "Vietnam"

Autor/inn/en	Tran, Hao; Taylor-Leech, Kerry
Titel	Constructing Professional Identities in New Figured Worlds: Foreign Language Teachers Transitioning to English Teaching in "Vietnam"
Quelle	In: Asia-Pacific Journal of Teacher Education, 51 (2023) 1, S.76-89 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Hao) ORCID (Taylor-Leech, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2022.2151414
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Professional Identity; Vietnamese People; Foreign Countries; Self Esteem; Higher Education; Educational Change; Teacher Attitudes; College Faculty; English (Second Language); Educational Quality; Emotional Response; Benchmarking; Language Proficiency; French; Chinese; Teacher Characteristics; Self Concept + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Self-esteem; Selbstaufmerksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Lehrerverhalten; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Quality of education; Bildungsqualität; Emotionales Verhalten; Language skill; Language skills; Sprachkompetenz; Französisch; China; Chinesen; Selbstkonzept
Abstract	Teachers stand at the face of educational change, and it is therefore important to understand the identity work that they do if reform is to be successful. This paper explores how two Vietnamese university language teachers renegotiated their professional identity in the context of dramatic changes to language provision in the tertiary-sector in Vietnam. These changes were brought about by higher education reforms and the national plan to improve the quality of English language teaching, commonly referred to as National Project 2020. The authors use the concept of Figured Worlds, and the related notions of figurative and positional identities, to analyse the narratives that permeated these teachers' professional identities. Their storylines provide an illustrative case which highlights the complex forces that reshape teacher professional identities in times of externally imposed reform and professional transition. The findings of our study show that prior experience, language affiliation, emotional responses to change, professional orientations and actions, confidence, and self-esteem were key influential forces shaping the teachers' identities. The findings have relevance for the broad field of teacher professional identity as well as for language education in Vietnam and other Southeast Asian countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01