Trần thuật của giáo viên sư phạm tương lai: Nghiên cứu trường hợp cụ thể về sự phức tạp trong động lực trở thành giáo viên tiếng Anh

Abstract

This qualitative study examines the experiences of 55 participants enrolled in English-teachers preparation program at Foreign Languages Department at Vinh University in Vietnam and analyzes reflections on their motivation to become EFL (English as a foreign language) teachers. Multiple measures of data with triangulation have been collected from coursework, including reflection essays from 55 pre-service teachers and a semistructured interview with the pre-service teachers. The data are analyzed with thematic analysis and Key-word in context in order to find categories of factors that influence the pre-service teachers’motivation to choose to be EFL teachers. The findings suggest that the incentives making pre-service teachers pursue the career of English teachers consist of personal, professional, and social aspects, in which teachers’ influences - one of the factors of social aspects - has been considered the most dominant factor influencing the desire of pre-service teachers to become EFL teachers. Some pedagogical implications are suggested to improve the strategy of training teachers and career orientation education for students.