Examining teacher-researcher identity construction of a novice teacher from dialogical perspectives
Year: 2025
Type: article
Abstract: Internationally, there has been much research interest in constructing and reconstructing teachers’ professional identities. In Vietnam, little is known about how EFL teachers construct and reconstruct their professional identity, especially teacher-researcher identity. This retrospective narrative inquiry, grounded on Hermans’ (2008) dialogical self theory, explored the teacher-researcher identity construction of a Vietnamese novice EFL teacher before and after conducting a master’s thesis. Qualitative data was collected via a semi-structured interview and analyzed using the three-dimensional space narrative inquiry framework. Results indicated a dramatic process of teacher-researcher identity construction and reconstruction. The participant developed different I-positions oriented toward the past, present, and future. Three I-positions, I as a research apprentice, a novice researcher, and a research teacher, were temporally configured in the participant’s teacher-researcher identity. This research elaborated on how internal dialogues stimulated teacher-researcher identity development. It also proposed pedagogical implications for university management and novice EFL teachers to integrate teacher-researcher identity into their teachers’ professional selves to sustain continuing professional development.
Authors: Trinh Quoc Lap, Phan Nhat Hao, Le Cong Tuan
Institution: Can Tho University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,180
OpenAlex ID: W4414419156