Revisiting “Teacher as Moral Guide” in English Language Teacher Education in Contemporary Vietnam

Abstract

Based on larger scale qualitative research on the role of Vietnamese Teachers as Moral Guides (TMG), this chapter pinpoints the conflicts and negotiations surrounding moral perceptions and professional identity of English language pre-service teachers (ST) and teacher educators (TE). It also highlights issues for teacher education, urging explicit encouragement of TEs to enact their TMG roles through caring relationships while enhancing STs’ understanding of morality and development of teacher identity.