Exploring the Impacts of Doing Action Research on EFL Teachers’ Professional Identities from an Ecological Perspective

Authors

  • Nhat-Anh Khuong Nguyen Gia Viet English Language Center
  • Khoa Dang Truong Gia Viet English Language Center

Keywords:

action research (AR), AR, professional identities, teacher identity, researcher identity

Abstract

Having been introduced to Vietnamese EFL teachers since 2008 in the milieu of the National Foreign Languages Project 2020, action research (AR) is still a novel area of inquiry in English language teacher education in Vietnam. This study explored how doing AR affected four EFL teachers' construction and reconstruction of their professional identities to contribute to this area. Data were collected from semi-structured, in-depth interviews with the teachers to unveil their teaching and AR experiences. Drawing on Weaver-Hightower’s (2008) ecological framework, the data were analyzed against four factors: actors, relationships, environments and structures, and processes woven into the three stages of AR (pre-research, while post-research). The results showed the influences of the complex nexus of these factors, with relationships and environments and structures standing out, on reconstructing the teachers’ teacher identity and constructing their researcher identity. The study provides implications for how to use AR as a way to promote the professional development of teaching staff.

Author Biographies

  • Nhat-Anh Khuong Nguyen, Gia Viet English Language Center

    Nhat-Anh Khuong Nguyen is currently coordinator of the biannual Mekong TESOL International Conference and the TESOL Certificate Program at Gia Viet English Language Center, Can Tho City Department of Education and Training, where she also teaches academic English. She is interested in exploring topics in the area of EFL teacher education and teacher professional development. Email: nkna05@gmail.com

  • Khoa Dang Truong, Gia Viet English Language Center

    Khoa Dang Truong is an academic manager and TESOL trainer at Gia Viet English Language Center and also adjunct lecturer at Can Tho University, Vietnam. His research interests include second language writing, writing pedagogy, writing teacher cognition and practice, and teacher professional development. Email: khoafulbrighter@gmail.com

References

Aldridge, J. M., Rijken, P. E., & Fraser, B. J. (2020). Improving learning environments through whole-school collaborative action research. Learning Environments Research, 24, 183–205. https://doi.org/10.1007/s10984-020-09318-x

Araghian, R., & Ghanizadeh, A. (2021). Teacher resilience: Capturing a multi-dimensional construct. TESOL International Journal, 16(5), 4-55.

Assalahi, H. (2021). The professional standards for teachers in Saudi Arabia as a framework for EFL teachers’ professional development needs assessment. TESOL International Journal, 16(6), 161-186.

Ayinselya, R. A. (2020). Teachers’ sense of professional identity in Ghana: listening to selected teachers in rural Northern Ghana. PRACTICE, 2(2), 110-127. https://doi.org/10.1080/25783858.2020.1831736

Bai, L., & Millwater, J. (2011). Chinese TEFL academics’ perceptions about research: An institutional case study. Higher Education Research and Development, 30(2), 233-246. https://doi.org/10.1080/07294360.2010.512913

Barrett, M. A. (2008). Capturing the difference: primary school teacher identity in Tanzania. International Journal of Educational Development, 28(5), 496-507. http://doi.org/10.1016/j.ijedudev.2007.09.005

Beauchamp, C., & Tomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128. https://doi.org/10.1016/j.tate.2003.07.001

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764. https://doi.org/10.1016/S0742-051X(00)00023-8

Bold, C. (2012). Using narrative in research. London, UK: Sage.

Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44(4), 22-27.

Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358- 388. https://doi.org/10.1093/applin/amp007

Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391-429.

https://doi.org/10.1017/S0261444810000170

Borg. S. (2013). Teacher research in language teaching: A critical analysis. Cambridge, UK: Cambridge University Press.

Borg, S., & Sanchez, H. S. (2014). Key issues in doing and supporting language teacher research. In S. Borg & H. S. Sanchez (Eds.), International perspectives on teacher research (pp. 1-13). Basingstoke, UK: Palgrave Macmillan. https://doi.org/10.1057/9781137376220_1

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). London: Longman.

Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and Teaching, 21(3), 305-327. https://doi.org/10.1080/13540602.2014.953818

Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57-74. https://doi.org/10.1017/S0261444805002661

Burns, A. (2009). Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge Guide to Research in Language Teaching and Learning pp. 289-297). Cambridge, UK: Cambridge University Press.

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.

Burns, A. (2015). The action research in ELICOS programs: Refining the development of a national model. Research Notes, 60, 4-8.

Cain, T. (2011). Teachers’ classroom-based action research. International Journal of Research & Method in Education, 34(1), 3-16. https://doi.org/10.1080/1743727X.2011.552307

Canh, L .V. (2018). Action research for professional development of English language teacher in Vietnam. In K. Hashimoto, & T. V. Nguyen (Eds.), Professional development of English teachers in Asia. Lessons from Japan and Vietnam (pp. 109-128). London and New York: Routledge. https://doi.org/10.4324/9781315413259-8

Chase, S. E. (2011). Narrative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 421-434). Thousand Oaks, CA: Sage. https://doi/org/10.12691/education-5-4-10

Chen, J. (2019): Teacher emotions in their professional lives: implications for teacher development. Asia-Pacific Journal of Teacher Education, 48(5), 491-507. https://doi.org/10.1080/1359866X.2019.1669139

Cochran-Smith, M., & Lytle, S. L. (1990). Teacher research and research on teaching: The issues that divide. Educational Researcher, 19 (2), 2-11. https://doi.org/10.2307/1176596

Connolly, M., & Hughes-Stanton, J. (2020). The professional role and identity of teachers in the private and state education sectors. British Journal of Sociology of Education, 41(5), 717-732. https://doi.org/10.1080/01425692.2020.1764333

Cooper, K., & Olson, M. R. (1996). The multiple ‘I’s’ of teacher identity. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp. 78–89). London/Washington, DC: The Falmer Press.

Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.

Crookes, G. (1993). Action research for second language teachers: going beyond teacher research. Applied Linguistics, 14(2), 130–44. https://doi.org/10.1093/applin/14.2.130

Davin, K. J., Chavoshan, I., & Donato, D. (2018). Images of past teachers: Present when you teach. System, 72, 139-150. https://doi.org/10.1016/j.system.2017.12.001

Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: State University of New York Press.

De Costa, I. P. & Norton, B. (2017). Introduction: identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(1), 3-14. https://doi.org/10.1111/modl.12368

Edward, E., & Burns, A. (2016a). Language teacher-researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745. https://doi.org/10.1002/tesq.313

Edwards, E., & Burns, A. (2016b). Language teacher action research: Achieving sustainability. English Language Teaching Journal, 70(1), 6-15. https://doi.org/10.1093/elt/ccv060

Eileen, F. (2000). Action research. Providence, RI : LAB at Brown University.

Farrell, T. S. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54-62. https://doi.org/10.1016/j.system.2011.01.012

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: a multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002

Fox, H. (2020). Teacher as a performer or a professional? An exploration into the possible impacts of performative culture on teachers’ identities. PRACTICE, 3, 1-8. https://doi.org/10.1080/25783858.2020.1833232.

Gay, L. R., Mills, G. E., & Airasian, P. (2011). Educational research: Competencies for analysis and applications. Boston: Pearson.

Gaines, R. E., Osman, D. J., Maddocks, D. L. S, Warner, J. R., Freeman. J. L., & Schallert, D. L. (2019). Teachers’ emotional experiences in professional development: Where they come from and what they can mean. Teaching and Teacher Education, 77, 53-65. https://doi.org/10.1016/j.tate.2018.09.008

Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Los Angeles, CA: University of California Press.

Goodnough, K. (2010). The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives. Education Action Research, 16(2), 167-182. https://doi.org/10.1080/09650791003740725

Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85–105. https://doi.org/10.4324/9780203489345-14

Gray, P. L., &Seiki, S. (2020). Institutional performativity pressure and first-year teachers. Frontiers in Education, 5, 71. https://doi.org/10.3389/feduc.2020.00071

Harrison, C. & Killion, J. (2007). Ten roles for teacher leaders. Teachers as Leaders, 65(1), 74-77.

Holland, D., & Lachicotte, W., Jr. (2007). Vygotsky, mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole, & J. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp. 101-135). Cambridge: Cambridge University Press.

Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003

Huberman, M. A. (1989). The professional life cycle of teachers. Teacher College Record, 91(1), 31-57.

Huberman, M. A. (1993). The lives of teachers. New York, NY: Teacher College Press.

Hulburt, K. J., Colaianne, B. A., & Roeser, R. W. (2020). The calm, clear, and kind educator: A contemplative educational approach to teacher professional identity development. In Ergas, O., & Ritter, J. K. (Eds.), Exploring self toward expanding teaching, teacher education and practitioner research (pp. 17-36). Bingley: Emerald Publishing Limited.

Johnson, G. C. (2002). Taking up a post-personal position in reflective practice: One teacher's accounts. Reflective Practice, 3(1), 21-38. https://doi.org/10.1080/14623940220129852

Kayi-Aydar, H. (2018). “If Carmen can analyze Shakespeare, everybody can": Positions, conflicts, and negotiations in the narratives of Latina pre-service teachers. Journal of Language, Identity and Education, 17(2), 118-130. https://doi.org/10.1080/15348458.2017.1415759

Kelchtermans, G. (1993). Getting the story, understanding the lives: from career stories to teachers’ professional development. Teaching and Teacher Education, 9(5), 443-456. https://doi.org/10.1016/0742-051X(93)90029-G

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899- 916. https://doi.org/10.1016/j.tate.2005.06.003

Long, N. & Huang, J. (2017). Exploring researcher identity construction of university EFL teachers in China. Chinese Journal of Applied Linguistics, 40(4), 371-391. https://doi.org/10.1515/cjal-2017-0022

McNiff, J. & Whitehead, J. (2010). You and your action research project (3rd ed.). London and New York: Routledge.

Miles, M., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.

Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). New York, NY: Cambridge University Press.

Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching: Theory and Practice, 17(5), 517-528.

Nunan, D. (1989). The teacher as researcher. In C. Brumfit & R. Mitchell (Eds.), Research in the language classroom (pp. 16–32). London: Modern English Publications.

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research. Boston, MA: Heinle Cengage Learning.

Olsen, B. (2016). Teaching for success developing your teacher identity in today’s classroom (2nd ed.). New York: Routledge.

Pham, H. H. (2006). Researching the research culture in English language education in Vietnam. TESL-EJ, 10(2), 1-20.

Quoc, T. X., Thanh, V. Q., Dang, T. D. M., Mai, N. D. N., & Nguyen, P. N. K. (2021). Teachers' perspectives and practices in teaching English pronunciation at English Center. International Journal of TESOL & Education, 1(2), pp. 158-175. https://eoi.citefactor.org/10.11250/ijte.01.02.009

Reynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp. 69–77). London, Washington, DC: The Falmer Press.

Shahri, M. N. N. (2018). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78, 91-103. https://doi.org/10.1016/j.system.2018.08.003

Smith, R., Connelly, T., & Rebolledo, P. (2014). Teacher-research as continuing professional development: A project with Chilean secondary school teachers. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers (111-128). London, UK: British Council.

Song, J. (2016). Emotions and language teacher identity: conflicts, vulnerability, and transformation. TESOL Quarterly, 50(3), 631-654. https://doi.org/10.1002/tesq.312

Steadman, A., Kayi-Aydar, H., & Vogel, S. M. (2018). From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies. System, 76, 38-48. https://doi.org/10.1016/j.system.2018.04.013

Taylor, L.A. (2017). How teachers become teacher-researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25. https://doi.org/10.1016/j.tate.2016.09.008

Tran, A., Burn, A., & Ollerhead, S. (2017). ELT lecturers’ experiences of a new research policy: Exploring emotion and academic identity. System, 67, 65-76. https://doi.org/10.1016/j.system.2017.04.014

Trent, J. (2011). ‘Four years on, I’m ready to teach’: Teacher education and the construction of teacher identities. Teachers and Teaching: Theory and Practice, 17(5), 529-543. https://doi.org/10.1080/13540602.2011.602207

Trent, J. (2012). Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project. Teacher Development, 16(2), 145-160. https://doi.org/10.1080/13664530.2012.688677

Trent, J. (2020). Wither teacher professional development? The challenges of learning teaching and construction identities across boundaries in China. Asia Pacific Journal of Education, 40(3), 315-329. https://doi.org/10.1080/02188791.2020.1717438

Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x

van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111. https://doi.org/10.1080/00220270500109304

van Veen, K., Sleegers, P., Bergen, T., & Klaassen, C. (2001). Professional orientations of secondary school teachers towards their work. Teaching and Teacher Education, 17(2), 175–194. https://doi.org/10.1016/S0742-051X(00)00050-0

Vu, T., Winser, W., & Walsh, J. (2020). Teacher attitudes towards the English language curriculum change: The case of Vietnam. TESOL International Journal, 15(6), 84-111.

Wallace, J. M. (1998). Action Research for Language Teachers. Cambridge: Cambridge University Press.

Weaver-Hightower, M. (2008). An ecology metaphor for educational policy analysis: A call to complexity. Educational Researcher, 37(3), 153–67. https://doi.org/10.3102/0013189X08318050

Xiang, Y. (2019): Negotiating professional identities in teaching language abroad: an inquiry of six native Chinese teachers in Britain. The Language Learning Journal, 49, 1-12. https://doi.org/10.1080/09571736.2019.1610031

Xun, Y., & Zheng, X. M. (2014). A review of the studies on EFL teachers’ identity in the past decade. Modern Foreign Languages, 37(1), 118-126.

Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40, 38–49. https://doi.org/10.1016/j.linged.2017.06.002

Yazan, B., & Peercy, M. M. (2016). ESOL teacher candidates' emotions and identity development. In J. Crandall, & M. Christison (Eds.), Teacher education and professional development in TESOL: Global perspectives (pp. 53-67). New York, NY: Routledge.

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213-238. https://doi.org/10.1080/13540600309378

Downloads

Published

01-10-2021

How to Cite

Nguyen, K. N. A. ., & Truong, D. K. (2021). Exploring the Impacts of Doing Action Research on EFL Teachers’ Professional Identities from an Ecological Perspective. International Journal of TESOL & Education, 1(3), 65-87. https://i-jte.org/index.php/journal/article/view/87

Similar Articles

1-10 of 127

You may also start an advanced similarity search for this article.