XÂY DỰNG BẢN SẮC NGHỀ NGHIỆP VÀ CHUYÊN MÔN CỦA GIÁO VIÊN TIẾNG ANH KHÔNG CHUYÊN

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Tác giả: Đinh Thanh Long Tran

Ngôn ngữ: vie

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Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2022

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ID: 333976

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Những năm gần đây, đề tài về thực hành nghề và bản sắc nghề giáo của giáo viên tiếng Anh thu hút sự quan tâm đông đảo của các học giả. Tuy nhiên, các nghiên cứu nêu trên thường tập trung vào đối tượng giáo viên chuyên nghiệp. Thực tế ở một số nước như Việt Nam, nhu cầu học tiếng Anh khá lớn dẫn đến việc đội ngũ giáo viên tham gia giảng dạy không đơn thuần là đội ngũ được đào tạo chuyên ngành liên quan, mà số lượng du học sinh tốt nghiệp chuyên ngành ngoài ngôn ngữ/sư phạm tại các nước bản địa, sau khi trở về nước, bắt đầu tham gia và gắn bó với công việc giảng dạy tiếng Anh như một hướng đi mới trong sự nghiệp của họ. Đội ngũ giáo viên này có tiềm năng giảng dạy bởi những trải nghiệm đa văn hóa thực tế và được tiếp cận trực tiếp tiếng Anh bản địa. Tuy nhiên, việc theo đuổi sự nghiệp giảng dạy tiếng Anh của họ không thể tránh khỏi những khó khăn khi thiếu hụt những kiến thức và kỹ năng sư phạm. Bài nghiên cứu này, dựa vào khái niệm Cộng đồng thực hành và Bản sắc nghề giáo, tập trung tìm hiểu cách thức đội ngũ giáo viên không chuyên này phát triển năng lực giảng dạy và xây dựng bản sắc nghề giáo của mình. Dữ liệu phân tích được thu thập qua ba bài phỏng vấn chuyên sâu với ba giáo viên từng là du học sinh không chuyên khối ngôn ngữ/sư phạm tại nước bản địa, hiện đang theo đuổi công việc giảng dạy chuyên nghiệp tại các cơ sở giáo dục trong nước.Tác giả mong muốn cung cấp một cái nhìn tổng thể về cách thức nhóm giáo viên nêu trên nỗ lực xây dựng bản sắc nghề giáo và phát triển năng lực chuyên môn trong bối cảnh giáo dục tại Việt Nam.Research on the construction of practice and identity in English language teaching has mostly focused on first career language teachers. However, partly due to a growing demand for English in non-English speaking countries, second career teachers are among the fast growing groups within the teacher population. Among these second career teachers, there is an emerging cohort of teachers who obtained their non-teaching university degree in an English-speaking country but eventually changed their career into teaching English as a Second Language (ESL). This cohort has a great potential to become qualified ESL teachers thanks to their good command of English and their first-hand cross-cultural experience. However, unsurprisingly, in the early stage of their ESL teaching career, they obviously lack teaching methodology and experience. Drawing on the concept of community of practice and teacher identity, this study explores how these non-traditional teachers created space for developing practice and identity. Data were collected from narrative interviews conducted with three participants who were teaching English in different English centers in Vietnam. Each participant, with the above-mentioned special background, in the early or middle stage of their career, struggles to pursue professional development and to construct their identity in an English teaching organization. The researcher hopes that the findings of the study may help to shed some light on practice and identity construction of teachers with special backgrounds in Vietnam and in other similar contexts.

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