Abstract
In recent years, the image of ELT teachers, or teacher identity, has received due attention in research on English language teaching and teacher education. This study aimed to explore institutional perceptions of ELT teachers' identity as they are projected in English teacher education programs at Vietnamese universities. The study analyzed documents including mission statements, English Language Teaching curricula, and other related policies and conducted semi-structured interviews with 15 institutional stakeholders from three teacher education institutions across Vietnam. Findings showed that the identity of ELT teachers had not received adequate attention from universities in the development and implementation of teacher education programs. In universities where such images were incorporated in the curricula and/or policy documents, their conceptualizations of ELT teachers' identity did not appear to reveal the complexities involved in the widely-expected roles for an English language teacher in the current ELT context in Vietnam. The study served as a call for more systematic considerations in creating the ELT teacher image in teacher education programs at Vietnamese universities to meet society's needs and contribute to the improvement of the national education system.
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