Teacher professional identity and the move to online : a multiple case study of Vietnamese english-language teachers during Covid-19
Utley, Stewart (2021)
Utley, Stewart
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021091617814
https://urn.fi/URN:NBN:fi:amk-2021091617814
Tiivistelmä
The Covid-19 pandemic saw educational institutions required to rapidly transfer their practises to online models with typically little infrastructure in place and time for extensive training and preparation. Teachers found themselves at the very forefront of this shift, as they underwent the process of adapting their mode of practise to a largely unfamiliar format. In doing so, many teachers found themselves in positions, roles and identities which were vastly different to those they had come to know in their face-to-face settings.
This study investigates six Vietnamese English-language teachers’ experiences at two universities as they made the shift to online teaching as a result of Covid-19. The aims of the study were to firstly establish the broader themes related to teacher identities of Vietnamese English-language teachers at tertiary level, analyse their experiences of online teaching through the lens of these identities, and observe what legacy to their professional teaching identities there may be as a result of this experience.
The research was conducted using mixed-methods data collection, utilising an extended version of the Teaching Perspectives Inventory and intensive semistructured interviews. The study used a combination of thematic analysis and narrative approach to analyse and present participants’ storied experiences.
Findings highlight the complex nature of professional identities, yet themes such as traditional cultural notions of teaching values held prominence as teachers either sought to reject, embrace or form hybrid models of their own professional identities. Participants who demonstrated values of innovation reported the highest levels of satisfaction during teaching online whilst those who held high levels of nurturing found the experience to be most challenging. The legacy on teachers’ values was found to be minimal, as teachers widely demonstrated a continuation of their core values and identities after the online teaching period.
The paper calls for increased use of professional teacher identity as a tool for managing periods of change and disruption in education, alongside inclusion of socio-cultural and socio-political lenses in research related to professional identity, particularly in non-Western contexts.
This study investigates six Vietnamese English-language teachers’ experiences at two universities as they made the shift to online teaching as a result of Covid-19. The aims of the study were to firstly establish the broader themes related to teacher identities of Vietnamese English-language teachers at tertiary level, analyse their experiences of online teaching through the lens of these identities, and observe what legacy to their professional teaching identities there may be as a result of this experience.
The research was conducted using mixed-methods data collection, utilising an extended version of the Teaching Perspectives Inventory and intensive semistructured interviews. The study used a combination of thematic analysis and narrative approach to analyse and present participants’ storied experiences.
Findings highlight the complex nature of professional identities, yet themes such as traditional cultural notions of teaching values held prominence as teachers either sought to reject, embrace or form hybrid models of their own professional identities. Participants who demonstrated values of innovation reported the highest levels of satisfaction during teaching online whilst those who held high levels of nurturing found the experience to be most challenging. The legacy on teachers’ values was found to be minimal, as teachers widely demonstrated a continuation of their core values and identities after the online teaching period.
The paper calls for increased use of professional teacher identity as a tool for managing periods of change and disruption in education, alongside inclusion of socio-cultural and socio-political lenses in research related to professional identity, particularly in non-Western contexts.
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