no-2

Pre-service teachers’ narratives: unpacking the complexities of motivation to become EFL teachers

Authors:
Nguyen Dang Thi
Pages:
90
View:
1048
Position:
5/5
Download:
378
This qualitative study examines the experiences of 55 participants enrolled in English-teachers preparation program at a university in Vietnam and analyzes reflections on their motivation to become EFL (English as a foreign language) teachers. Multiple measures of data with triangulation were collected from coursework, including reflection essays from 55 pre-service teachers and a semi-structure interview with 10 of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) and Key-word in context (Kwic; Fielding & Lee, 1998) in order to find categories of factors that influenced the pre-service teachers’ motivation to choose to be EFL teachers. The results suggested that the motivation making pre-service teachers pursue the career of English teachers were personal, professional, and social aspects, in which social factors had been the most dominant factor influencing the desire of pre-service teachers to become EFL teachers. Moreover, some...
This qualitative study examines the experiences of 55 participants enrolled in English-teachers preparation program at a university in Vietnam and analyzes reflections on their motivation to become EFL (English as a foreign language) teachers. Multiple measures of data with triangulation were collected from coursework, including reflection essays from 55 pre-service teachers and a semi-structure interview with 10 of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) and Key-word in context (Kwic; Fielding & Lee, 1998) in order to find categories of factors that influenced the pre-service teachers’ motivation to choose to be EFL teachers. The results suggested that the motivation making pre-service teachers pursue the career of English teachers were personal, professional, and social aspects, in which social factors had been the most dominant factor influencing the desire of pre-service teachers to become EFL teachers. Moreover, some pedagogical implications are suggested to improve the strategy of training teachers and career orientation education for students.
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Vinh University journal of science

Tạp chí khoa học Trường Đại học Vinh

ISSN: 1859 - 2228

Governing body: Vinh University

  • Address: 182 Le Duan - Vinh City - Nghe An province
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License: 163/GP-BTTTT issued by the Minister of Information and Communications on May 10, 2023

Open Access License: Creative Commons CC BY NC 4.0

 

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Editor-in-Chief: Assoc. Prof., Dr. Tran Ba Tien
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Deputy editor-in-chief: Dr. Phan Van Tien
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Sub-Editor: Dr. Do Mai Trang
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