Vietnamese Novice English Teachers’ Identity Construction Process: Multiple Case Studies in Hanoi

Abstract

Teacher identity plays a crucial role in teachers’ decision on teaching styles, methodology and personal development opportunities. Although in-service language teacher identity has received considerable attention of researchers in the past decade, there is little knowledge in regard of how novice teachers negotiate their professional identify in the learnerteacher role transition process. Adopting multiple case studies as research design, this study aims to investigate how novice English as a Foreign Language (EFL) teachers construct and reconstruct their teacher identity during the early years of their teaching career. The sample involves five EFL novice teachers working in four K-12 institutions in Hanoi. The research reveals that the professional identity development of novice teachers in Vietnam is a multifaceted journey influenced by their family backgrounds, personal values, educational experiences, and the challenges faced during their initial teaching year