Pre-service English as a foreign language (EFL) teachers’ identity construction during teaching practicum in Vietnam
Abstract
This study explores how pre-service English as a Foreign Language (EFL) teachers in Vietnam construct their professional identities during teaching practicum. Framed within sociocultural theory (SCT), it examines both the factors that mediate their identity development and the processes through which identity is negotiated. Data were collected from five pre-service teachers through reflective journals written over two months and two rounds of interviews. Using holistic and categorical narrative analysis, the study found that teacher identity was mediated by mentors, students, peers, and institutional regulations, while also shaped by emotional experiences, reflection, and agency. Contradictions between university-based pedagogy and classroom realities emerged as central to identity negotiation. The study contributes theoretically by highlighting the longitudinal development of identity across practicum stages and practically by offering insights into designing teacher education programs that integrate formal regulations with supportive mentoring, peer collaboration, and opportunities for reflection.