Teacher identity developed as a trajectory of participation and interaction in communities of practice (Wenger, 1998). From this perspective, teacher identity is constructed and reconstructed when teachers participate in different communities of practice (i.e., teacher community and school community) and continuously negotiated within teachers' experiences (Kim, 2014; Tsui, 2007; Wenger, 1998). In this research, the author examined the multifaceted and dynamic characteristics of Vietnamese high school EFL teachers' identities and identified the factors affecting their identity formation. Semi-structured interviews were conducted among nine Vietnamese high school EFL teachers, who had at least seven years of experience. The study's findings revealed that Vietnamese high school EFL teachers' identities were multifaceted, diverse, dynamic, contradictory, and changeable during their teaching time. Their teacher identity was constructed and transformed under a strong influence of the school and teacher communities to where they belong. They gradually established a new habitual way of life and built up new identities to fulfill the working requirements to become part of the school community. This study's findings can contribute to the teacher education programs and policies that nurture teacher identity at both macro and micro levels.
Keywords: teacher identity, community of practice, identity formation, identity transformation, identity negotiation.
Teacher identity developed as a trajectory of participation and interaction in communities of practice (Wenger, 1998). From this perspective, teacher identity is constructed and reconstructed when teachers participate in different communities of practice (i.e., teacher community and school community) and continuously negotiated within teachers' experiences (Kim, 2014; Tsui, 2007; Wenger, 1998). In this research, the author examined the multifaceted and dynamic characteristics of Vietnamese high school EFL teachers' identities and identified the factors affecting their identity formation. Semi-structured interviews were conducted among nine Vietnamese high school EFL teachers, who had at least seven years of experience. The study's findings revealed that Vietnamese high school EFL teachers' identities were multifaceted, diverse, dynamic, contradictory, and changeable during their teaching time. Their teacher identity was constructed and transformed under a strong influence of the school and teacher communities to where they belong. They gradually established a new habitual way of life and built up new identities to fulfill the working requirements to become part of the school community. This study's findings can contribute to the teacher education programs and policies that nurture teacher identity at both macro and micro levels.
Keywords: teacher identity, community of practice, identity formation, identity transformation, identity negotiation.
Poster No.4 (Meeting Hall No.2) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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