Reconstruction of Teachers’ Professional Identity: The Case of Secondary School Teachers in Vietnam

Economics

All the characteristics that “specify who are and also how we see other people” belong to identity. Some of the characteristics of identity that determine and describe professional part of identity are regarded as professional identity. While the teachers’ identity crisis is a recurring dilemma, it has acquired its own set of characteristics at the end of modernity. Therefore, this topic must be placed within the broader framework of the modernity crisis. From a narrative-biographical perspective, identities are constructed within a socialization process, like a story. This article describes the design of a study on the professional identity crisis of secondary school teachers in Vietnam. The study sequentially combines different individual interviews and focus groups. The research can be considered a collective case study, a multiple case study (individual interviews), and a greater collective study (focus groups). Finally, this article presents some of the study’s main conclusions. Identity is crucial to how teachers construct the nature of their work on a daily basis (motivation, satisfaction and competence). Therefore, and given the current crisis, it is necessary to evaluate alternative discourses that can lead to better school systems and a reconstruction of teachers’ identity in the academic community

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