In many educational materials, it is recognized that the broader social conditions in which teachers live and work, and personal and professional factors in life, experience, beliefs and practices. The teacher is inseparable from each other, and there are often tensions between these things that impact a greater or lesser degree of sense of self or the teacher's identity. If identity is a key factor affecting teachers' intentions, effectiveness, motivation, commitment, satisfaction and job performance, then investigate the positive and negative influences of the contexts in which these occur and the consequences for practice, is essential. Although notions of personal identity is much used in educational research and theory, critical engagement with individual teachers' cognitive and emotion has been relatively rare. An interest in raising and maintaining teaching standards, especially in the context of centralized reforms, is likely to destabilize long-term beliefs and practices. This paper addresses the issue of teacher identities in Vietnam context by studying together the nature of the relationships between social structures and individual institutions; between the notions of a social construction, and therefore, depending and always being redone, ‘self', and a ‘self' with dispositions, attitudes and behavioral responses which are durable and relatively stable; and between cognitive and emotional identities. Based on current literatures of research papers and findings which studying variations in teacher work and life and the impact of them to students. It finds that identity is neither intrinsically nor fragmented, as previous literature suggests. Instead, the teacher identity may be more, or less, stable and more or less fragmented at different times and in different ways according to a number of life, career and situation factors.
Duong Thanh Hao, Thai Nguyen University of Economics and Business Administration, Vietnam
Le Thuy Linh, Thai Nguyen University of Education, Vietnam
Stream: Educational Research
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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