Reflective methods in exploring vietnamese student teachers’ identity during a practicum placement

 TẠP CHÍ KHOA HỌC 
TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH 
Tập 17, Số 5 (2020): 856-866 
HO CHI MINH CITY UNIVERSITY OF EDUCATION 
JOURNAL OF SCIENCE 
Vol. 17, No. 5 (2020): 856-866 
ISSN: 
1859-3100 Website:  
856 
Research Article* 
REFLECTIVE METHODS IN EXPLORING VIETNAMESE STUDENT 
TEACHERS’ IDENTITY DURING A PRACTICUM PLACEMENT 
Le Thuy Linh
 1*
, Nguyen Thi Thu Huyen
 2
, Nguyen Van Hien
3
, To Thi Hoang Lan
3
1 
Van Lang University, Vietnam 
2 
Ton Duc Thang University, Vietnam 
3 
Ho Chi Minh City University of Education, Vietnam 
*
Corresponding author: Le Thuy Linh – Email: thuylinh.teaching@gmail.com 
Received: April 20, 2020; Revised: May 13, 2020; Accepted: May 28, 2020 
ABSTRACT 
The article presents the findings of a qualitative research project to explore the emergence 
of teacher identity of Vietnamese student teachers during a pre-service teacher training practicum 
placement. There were 9 pre-service teachers employing journal writing as a means to reflect their 
thoughts based on their observations within the period of 8 week practicum. In-depth interviews 
were also conducted in week 4 and at the end of the practicum to deeply understand their views of 
the formation of professional identity. Based on their reflective interviews and reflective journals, 
the process of forming their teaching confidence, sense of agency and critical consciousness was 
identified. By reflecting upon their teaching practicum and classroom observations, the student 
teachers expressed comprehensive aspects of their formation of teacher identity such as their 
beliefs and perceptions of the responsibilities as teachers, their teaching competencies and their 
active roles in professional development. Moreover, they also appreciated the experience of writing 
reflective journals about what they observed and what they did at school in the interaction with 
experienced teachers, colleagues and school students. The findings suggest recommendations for 
using qualitative research methods to examine teacher identity in the Vietnamese context and using 
reflective journals as an important and effective tool for student teachers’ professional 
development in pre-service training. 
Keywords: teacher identity; journal; qualitative research; reflective methods 
1. Introduction 
Teacher identity, which is often defined as how a teacher sees himself as a teacher in 
interaction with other people in his environment, recognized as an influential factor on 
teachers' decisions about their teaching practice (Beijaard, Meijer, & Verloop, 2004). 
There was evidence showing that teacher identity was formed gradually over time with the 
exposure of professional practice (Trent, 2010). Teacher identity can be emerged from pre-
Cite this article as: Le Thuy Linh, Nguyen Thi Thu Huyen, Nguyen Van Hien, & To Thi Hoang Lan (2020). 
Reflective methods in exploring Vietnamese student teachers’ identity during a practicum placement. Ho Chi Minh 
City University of Education Journal of Science, 17(5), 856-866. 
HCMUE Journal of Science Le Thuy Linh et al. 
857 
service teacher education, especially during practicum (Cattley, 2007). Practicum during 
pre-service teacher education is crucial as it gives the practitioners abundant opportunities 
to enhance their professional knowledge and skills as well as develop their understanding 
of the complex dynamics of teaching and various factors affecting their teaching 
environments (Cattley, 2007). 
In the process of forming teacher identity, based on findings of the empirical 
research, a reflective journal is viewed as a powerful tool for pre-service teachers to reflect 
on their teaching experiences (Farrell, 2004). The reflection upon their teaching and beliefs 
has been proven to support pre-service teachers to form their professional identity 
(Izadinia, 2013). In this research, reflective journals were employed as a means to support 
Vietnamese pre-service teachers to achieve professional growth along with facilitating 
their own cognitive and social development. 
In the context of Vietnam, studies showed that pre-service teachers form their 
professional identity in their practicum, including teaching practice, connection and 
communication with others, and their adaptability with new contexts (Dang, 2013). 
Although the change in identity occurs at a very high speed during the practicum (Le, & 
Ngoc Tai, 2017), the literature of teacher identity in pre-service teacher education in 
Vietnam is still limited. According to the Regulation found by the Ministry of Education 
and Training (2003), reflective writing was mentioned; however, a large number of schools 
haven’t employed this method. Some schools only require observation, note-taking and 
self-assessment (HCMUE, 2014; Vinh University, 2020). 
Therefore, this research contributed to the literature relating to the emergence of 
teacher identity via reflective journals at the initial phrase of their teaching profession in 
Vietnam context. 
To enumerate, Vietnamese pre-service teachers’ identity was discovered by 
reflecting upon their observation of various aspects in their practice, such as supervisor' 
activities and responses, their own teaching practice, and other events that occurred during 
this time. This article aims to answer two questions on teacher identity: 
1. How do pre-service teachers in Vietnam perceive themselves as teachers during the 
practicum? 
2. Are reflective journals considered a useful tool for the formation of teacher identity? 
2. Literature review 
2.1. Defining Teacher Identity 
Teacher identity has been widely and diversely defined by a large body of literature. 
Identity, which is considered as being perceived as a certain type of person by the self and 
other people in a certain context (Beijaard, Meijer, & Verloop, 2004)). Then, teacher 
identity emerges through the interconnection between individual teaching theories, 
perception of the self and social and professional contexts (Beijaard, Meijer, & Verloop, 
HCMUE Journal of Science Vol. 17, No. 5 (2020): 856-866 
858 
2004). However, teacher identity is recognised as a dynamic and complex process 
(Beijaard, Meijer, & Verloop, 2004), especially, in the practicum, the change of identity 
happens daily and in real-time (Cattley, 2007). 
In the review of literature on teacher identity, Izadinia (2013) defined student teacher 
identity ‘as student teachers’ perceptions of their cognitive knowledge, sense of agency, 
self-awareness, voice, confidence and relationship with colleagues, pupils and parents, as 
shaped by their educational contexts, prior experiences and learning communities’ (p.708). 
In other words, there were seven components of student teacher identity. In this research, 
Izadinia (2013)’s framework was adopted, with a focus on three following elements: 
confidence, sense of agency and sense of consciousness. These three elements are essential 
to teacher identity but they were considered the drawbacks of Vietnamese student teachers 
(Huynh, 2012). Student teachers' confidence is expressed in their sense of certainty in 
lesson planning making decisions on their content and teaching strategies; their positive 
emotion during teaching demonstration. In terms of agency, student teachers showed their 
ability to control in two main areas: teaching methodologies and methods, facilities and 
classroom management. Critical consciousness is demonstrated in student teachers' 
thinking of the differences between what they thought about teaching practice, what they 
learned in educational theories, and the reality they face during teaching practicum. Critical 
consciousness results in the way student teachers handle such conflict and differences. 
2.2. Reflective Writing as a Powerful Tool 
Based on an intensive review of the studies on teacher identity, Izadinia (2013) 
indicated that being reflective was one of the most popular strategies to explore the 
formation of teacher identity in different cultural contexts. Reflection in the pre-service 
teacher education has to be fostered as it is the springboard for their continuous 
professional reflection (Lupinski et.al. 2012). Through the lens of self-evaluating 
practitioners’ effort to bring values into actions, professional knowledge is formed and 
taken to the next level (Elliot, 1989). Reflection could be conducted in different ways such 
as student teachers' reflection on their portfolios, reflective journals, reflective writing logs, 
reflective videos, reflective meetings (Izadinia, 2013). Among these types, reflective 
journals seemed to be popular. Many teacher training programs utilized journals as a 
powerful tool for systematic reflection and retrospective self-evaluation (Bolin, 1988). 
3. Methods 
The current study adopted a qualitative research design to answer the aforementioned 
research questions because this design is considered as an appropriate choice to explore 
people's thoughts, perspectives and emotions over time (Maxwell, 2005). There were 9 
pre-service teachers at a Vietnamese university of education voluntarily joining the 
research. Journals were chosen as a tool for systematic and critical reflection. During 10 
weeks of the full-time practicum (from February to May, 2019), these 9 participants 
HCMUE Journal of Science Le Thuy Linh et al. 
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observed all the activities, behaviors, responses, including their own practices, and 
reflected their thoughts and evaluations in the journals. Every week, they read through the 
journals and revealed their thoughts, evaluation and feelings during that week. Particularly, 
practitioners reflected their thinking based on 3 main elements of identity: (1) The 
confidence which is identified in their teaching preparation, performance, and 
communication with supervisors, colleagues and students; (2) The sense of agency which 
indicated their self-control of methodologies and facilities; (3) The critical consciousness 
which is examined based on their self-judgment of practice contexts and arguments with 
their supervisors. These elements were shown in all types of reflective journals in the 
research. The first type was the self- reflection of a teaching session with the role of 
teacher, the second one was the reflection after the preparation of a lesson, the last one was 
written after each week of the practicum. Each type of the journals were introduced from 
the second week of the practicum until the tenth week. totally, there were 141 pieces of 
journals. 
Besides, semi-structured interviews were conducted at two different times (week 4 
and week 8) to dive deeper into practitioners’ reflection on professional identity. Totally, 
18 interviews were recorded and analyzed. 
The questions in the two interviews which focused on the feelings of the student 
teachers in writing their journals remained unchanged,. The questions also aimed to dive 
into the way the image of teachers changed after the completion of journals. Students 
shared the experience, their confidence, their flexibility in diverse teaching conditions or 
different requests form their supervisors. Moreover, they also expressed their viewpoints of 
teaching before and after the practicum. While journals helped student teachers to rethink 
and write down all their feelings, events, experiences, the interviews encouraged them to 
look back and realize the changes in their thoughts on the image of a teacher. Additionally, 
they had the chance to share the reasons which led to those changes. 
In the final stage, qualitative data from journals and interviews were coded and 
analyzed into three chosen major themes. Regarding confidence, the gain or decrease in 
confidence were examined. With agency, the level of control to certain circumstances was 
found out. Finally, in terms of critical consciousness, the change of consciousness 
compared to their old beliefs was highlighted. 
4. Findings 
The data analysis indicated that different aspects of teacher identity were formed 
evidently in Vietnamese student teachers during the practicum. 
4.1. Confidence 
teachers’ confidence was formed through three activities: observing practitioners, 
preparing lesson plans and reflecting on self-image in teaching. When observing other pre-
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860 
service teachers or supervisors, student teacher realized the importance of confidence in 
their professional identity: 
When I observed other teachers, they were very confident, mastering their knowledge and 
organizing class impressively. (Teacher 1) 
During teaching planning, the confidence was mainly related to the teachers' lack of 
teaching experience in organizing classroom and choosing teaching methods to achieve 
learning goals in given classroom contexts. In the first performances, pre-service teachers 
were often nervous and lacked confidence because they faced the confusion in choosing 
the appropriate methods. 
I am a bit worried because I don’t clearly understand the lessons and don’t know how to 
bring it into reality. Long and challenging lesson. (Teacher 5) 
In line with this notion, in the interviews, pre-service teachers strongly expressed this 
anxiety. 
Preparing lesson plans worries me a lot. After completing, I still wonder if it works well in 
class or if I have enough time or students are willing to participate, what if they get bored, ... 
a lot of issues. (Teacher 7) 
When encountering problems, pre-service teachers often found advice in books, the 
Internet or friends. They rarely discussed these problems with their supervisors since they 
were afraid to be judged as incompetent teachers. Moreover, some teaching sessions were 
evaluated by not only school supervisors but also lecturers from the university or the head 
teachers. therefore, pre-service teachers felt extremely anxious: “With time constraints and 
the observation of the head teacher, I feel extremely stressed.” (Teacher 3). In this point, it 
can be seen that the hierarchy between teachers and students (in this context, between 
school supervisors/ university lecturers and pre-service teachers) is a barrier of teacher-
student communication in Vietnam context. 
in addition, this practicum gave pre-service teachers more chances to perform in 
class, they were very excited to apply new methods learned from the University of 
Education. The vision of creating exciting and vivid lessons fostered the gain in 
confidence. Pre-service teachers reported the pride with their lesson plans: 
I have prepared with all my heart and enthusiasm; I feel excited in and after the preparation. 
This lesson represented what I hope to bring to my students. (Teacher 6) 
 During the process of reflection on self-image in teaching performance, “Self-
Confidence” was mentioned a large number of times in the interview ... little control. The statistic has changed 
completely after 4 weeks, with the 13/20 of great control and 7/20 of failure to control. 
In the first weeks, pre-service teachers were concerned about the application of 
active learning into the classroom “I don’t know how to create an exciting atmosphere in 
class, how to motivate students.” (Teacher 9) 
At times, after instructions, if students were unable to perform the tasks, the pre-
service teachers didn't know how to deal with it. On the other hand, a large number of them 
conduct various activities to cultivate learners’ interest such as games, experimental 
activities or warm-up activities. 
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862 
I choose to conduct the experiment because through my observation, learners would find it 
easier to remember. (Teacher 7) 
My goal is to change the traditional methods, instead learners have to participate more in the 
tasks. (Teacher 6) 
In regards to facilities, pre-service teachers showed great concern as most of the 
classroom were not equipped with projectors or multimedia devices. They wanted to make 
use of facilities to benefit learners better: “I want to teach in class with a 
projector...students could observe 3D paradigm instead of looking at the board” (Teacher 
7). However, the pre-service teachers still had some struggling with connection, adaptation 
and fixed tables even if they were provided projectors and television. 
In the last sessions, the pre-service teachers shared their improvement in mastering 
facilities, methodologies and methods. They showed a strong sense of control in their 
performance: “I couldn’t manage time well in some sessions but in the two last 
performances, it was fine, just 2 or 3 minutes late.” (Teacher 6). At the same time, student 
teachers also actively chose to innovate their teaching: 
I often turn my lessons into games and via those games, learners could gain their knowledge. 
That is completely different from my supervisor, she just teaches what is in the book. 
(Teacher 1) 
Regarding classroom management, the pre-service teachers was confused, especially 
at the beginning of the practicum: “I am unable to manage the classroom, depending too 
much on the homeroom teacher.” (Teacher 4) “Because of playing a game, the class is 
quite noisy and I couldn’t control the noise.” (Teacher 7) 
Similar to confidence, over time, management skills were enhanced clearly: 
Activities in class flow better. The problem of inadequate time has reduced significantly, 
more cooperation from class members. (Teacher 4) 
4.3. Critical consciousness 
Among three components of teacher identity, critical consciousness was not 
mentioned as often as others. Some pre-service teachers realized the difference between 
them and their supervisors in organizing the lessons, choosing methods, dealing with 
students’ problems. The most common solution is to stay quiet and accept the supervisors’ 
decision, as stated by a pre-service teacher: 
The example of Chinese economy is omitted by my teacher. That confuses me a lot. But I 
couldn’t speak my words, so I followed her decision. (Teacher 6). 
The reason for this choice is explained by the power of supervisor: 
When we are in the practicum, we must follow our supervisors as the assessment is 
extremely important. (Teacher 6). 
Also, the pre-service teachers also showed a greater trust in their supervisors than 
themselves: “she has a great deal of experience and she is also well-known for her 
performance, so I trust her and her decisions.” (Teacher 6) 
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Besides academic sessions, the pre-service teachers had to join extracurricular 
activities. The role of outside classroom activities was questioned. 
Extracurricular activities are not less important than curriculum activities; moreover, is it 
true that it could build up the rapport between teacher and learners? (Teacher 4). 
Self-reflection on teaching raised questions on pre-service teachers' competency and 
flexibility: “Are the methodologies that I have learned not very suitable for a private 
school?” (Teacher 4), “Teaching is not an easy job.” (Teacher 5) 
Finally, the pre-service teachers realized that they were not well-equipped to 
communicate, educate and make changes: 
Learners don’t understand and couldn’t do the exercise. They lacked concentration or 
cooperation... Are all these things considered completely learners’ fault. (Teacher 4) 
How to reunite the members in class? Why the Grade 12 students couldn’t love and 
empathize with others more? (Teacher 5) 
In short, critical consciousness was raised mainly on their performance and 
competency as well as the contrasts between theories and realities. Student teachers 
doubted the practical application of what they have learned and believed in pedagogy 
school and found a way to fill the gap. 
4.4. Reflective journal considered a useful tool for the formation of teacher identity 
As most of schools only requires the report on observation and self-assessment 
(HCMUE, 2014; Vinh University, 2020), student teachers only submitted their lesson plans 
and observation forms. Therefore, reflective journals are just an optional choice for student 
teachers. 
From the beginning, reflective journals were recognized an effective tool for student 
teachers to form the teacher identity. Before the journaling, the image of a teacher was not 
examined and justified. All 9 student teachers agreed that reflective journals helped them 
to visualize better their future image or the image of the teacher they wanted to become. 
I didn’t care much about the image of a teacher before I wrote the journal. When I 
participated, I started to think about the qualities of a teacher, so I asked if a teacher got that 
qualities or not. Do I have those qualities? When I teach or talk to my students, I pay more 
attention to that point.” (Teacher 2- Interview 1) 
As the reflective journal required the recall and analysis of their experiences, all 9 
student teachers realized that they needed more skills and qualities to become a teacher. 
Before this practicum, I believe that teachers have to be extremely knowledgeable. Like 
they know everything and they are very strict. After the journal, I know that not all the 
teachers are the same. So I start to look inside myself and reflect my observation on the 
expressions of my teacher.” (Teacher 7- Interview 1) 
I used to think that teachers only need to teach and manage class. After my observation in 4 
weeks, I think that teachers not only need a profound knowledge but also have a serious 
attitude and some artistic skills to create a good atmosphere in the class. (Teacher 1- 
Interview 1) 
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Finally, the journal writing became a motivation for student teachers to change 
themselves. Both 9 student teachers revealed that reflective writing helped them to change 
in the first interviews. In the final interview, they confirmed that journals continued to help 
them transform significantly. 
Due to reflective journal, I felt the urge to change myself....I couldn’t write in the journal 
that I am still the same every day, so I have to change and I could complete that desire. 
(Teacher 3 – Interview 2) 
I feel like I am the story teller to reflect what I have achieved and what I haven’t so that I 
could adjust my teaching the next session. Also, I find that journal writing motivating to 
change myself and become more flexible. I don’t repeat the same mistakes. (Teacher 4- 
Interview 2) 
Therefore, in this study, reflective journal was confirmed a useful means to the 
formation of teacher identity, which helped student teachers adjust themselves in a more 
efficient way. 
5. Discussion and Limitations 
Through reflective journal, pre-service teachers realized their identity in three 
categories: confidence, sense of agency, and critical thinking. A majority of the pre-service 
teachers admitted their shortage of confidence at the beginning of the practicum and the 
reasons leading to this sense of insufficiency. They struggled with new lesson plans, 
communications with students and supervisors. However, this struggling did not continue 
for a long time as participants got involved in the teaching contexts. Referring to sense of 
agency, the pre-service teachers confirmed that they had the ability to apply modern 
teaching methods and made use of the facilities. In contrast, the pre-service teachers 
showed a weak sense of control in managing learners’ behaviors due to the barriers of 
“contemporary teachers” and limited practical experience. Critical consciousness took 
place, but actions were still restricted. This trend is in line with research in Vietnamese 
culture (Vo, Pang, & Lee, 2018). 
Through journals, critical reflection was proven to benefit the process of forming 
teacher identity. All participants showed their consensus on the effectiveness of journal 
writing to see themselves as “teachers” with their own strengths and limitations. One 
participant also mentioned her appreciation to be given the chance to write as she realized 
her transformation from doubting herself into loving her profession. 
I realized that a teacher needs to be himself. If he could make it, he could do everything. I 
began to realize that recently. I don’t know how to explain it, thanks to this research, I write 
my thoughts into words then I would state that I need to be myself. This research has 
changed me a lot. I was confused in the first practicum and it became better this time. 
(Teacher 7) 
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This finding was in line with similar studies on teacher identity when pre-service 
teachers confirmed the significance of journal writing in their practicum in shaping their 
robust identity (Cattley, 2007). 
this research contributes to the literature by confirming the role of reflective journal 
on the formation of professional identity. The pre-service teachers may be suggested to 
have reflective writing besides their lesson plans or typical reports. Three main elements of 
teacher identity explored in this research could become a recommendation for pedagogy 
schools to equip students with more skills and knowledge to promote confidence, sense of 
agency and critical thinking. Furthermore, filling the gap between theories and practice 
should be considered to benefit all participants in the practicum. 
 Conflict of Interest: Authors have no conflict of interest to declare. 
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CÁC PHƯƠNG PHÁP PHẢN TƯ TRONG VIỆC TÌM HIỂU BẢN SẮC GIÁO VIÊN 
CỦA SINH VIÊN VIỆT NAM ĐƯỢC THỂ HIỆN 
TRONG KÌ THỰC TẬP SƯ PHẠM 
Lê Thùy Linh
1*, Nguyễn Thị Thu Huyền2, Nguyễn Văn Hiến3, Tô Thị Hoàng Lan3 
1 Trường Đại học Văn Lang, Việt Nam 
2 Trường Đại học Tôn Đức Thắng, Việt Nam 
3 Trường Đại học Sư phạm Thành phố Hồ Chí Minh, Việt Nam 
*Tác giả liên hệ: Lê Thuỳ Linh – Email: thuylinh.teaching@gmail.com 
Ngày nhận bài: 20-4-2020; ngày nhận bài sửa: 13-5-2020, ngày chấp nhận đăng: 28-5-2020 
TÓM TẮT 
Bài viết trình bày kết quả của một dự án nghiên cứu định tính nhỏ nhằm khám phá sự hình 
thành bản sắc nhà giáo của các giáo sinh thực tập Việt Nam trong kì thực tập. Trong vòng 8 tuần, 
9 giáo sinh tham gia nghiên cứu đã sử dụng nhật kí phản ánh các suy nghĩ của mình sau khi quan 
sát các hoạt động ở nơi thực tập. Phỏng vấn sâu được thực hiện vào tuần thứ tư và tuần cuối kì 
thực tập để khám phá sâu sắc hơn các quan điểm của các giáo sinh về việc hình thành bản sắc nhà 
giáo. Kết quả phỏng vấn và nhật kí đã thể hiện quá trình hình thành sự tự tin, tính tự chủ và ý thức 
phản biện. Qua quá trình nhìn nhận lại kì thực tập ở trường phổ thông và quan sát ở trường học, 
các giáo sinh đã chia sẻ quan điểm, nhận định của mình về các trách nhiệm của nhà giáo, khả 
năng sư phạm và vai trò chủ động của mình trong quá trình phát triển nghề nghiệp. Thêm vào đó, 
các giáo sinh còn đánh giá cao trải nghiệm của mình khi viết nhật kí về những điều quan sát được, 
những hoạt động diễn ra trong trường học hay các tương tác với các giáo viên có kinh nghiệm, 
đồng nghiệp và học sinh. Các kết quả thu nhận được cho thấy nghiên cứu định tính được đánh giá 
cao trong việc nghiên cứu bản sắc nhà giáo ở Việt Nam và nhật kí được xem là một công cụ hữu 
ích trong việc phát triển chuyên môn nghề nghiệp trong quá trình thực tập sư phạm. 
Keywords: bản sắc nhà giáo; nhật kí; nghiên cứu định tính; thực tập sư phạm