Publication:
Reflective Methods in exploring Vietnamese Student Teachers' Identity During a Practicum Placement
Reflective Methods in exploring Vietnamese Student Teachers' Identity During a Practicum Placement
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Date
2020
Authors
Lê Thùy Linh
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Research Projects
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Abstract
The article presents the findings of a qualitative research project to explore the emergence
of teacher identity of Vietnamese student teachers during a pre-service teacher training practicum
placement. There were 9 pre-service teachers employing journal writing as a means to reflect their
thoughts based on their observations within the period of 8 week practicum. In-depth interviews
were also conducted in week 4 and at the end of the practicum to deeply understand their views of
the formation of professional identity. Based on their reflective interviews and reflective journals,
the process of forming their teaching confidence, sense of agency and critical consciousness was
identified. By reflecting upon their teaching practicum and classroom observations, the student
teachers expressed comprehensive aspects of their formation of teacher identity such as their
beliefs and perceptions of the responsibilities as teachers, their teaching competencies and their
active roles in professional development. Moreover, they also appreciated the experience of writing
reflective journals about what they observed and what they did at school in the interaction with
experienced teachers, colleagues and school students. The findings suggest recommendations for
using qualitative research methods to examine teacher identity in the Vietnamese context and using
reflective journals as an important and effective tool for student teachers’ professional
development in pre-service training.
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Keywords
teacher identity,
journal,
qualitative research,
reflective methods