3. Most common responses
They are
my children
They are
my brother
and sister
They are
my friends
Who do you
consider your
students to
be?
They are
my
students
4. OUTLINE
1. Teachers’ beliefs
2. Teachers’ identity
3. Vietnamese teachers’ identity
4. Research questions
5. Research methodology
6. Samples of data analysis (3)
7. Findings and implications
6. What is belief?
• Belief is defined primarily on the users’ decision
(Pajares 1992)
• Diversity – different from field to field
“…a set of conceptual representations which signify to
its holders a reality or given state of affairs of sufficient
validity, truth or trustworthiness to warrant reliance
upon it as guide to personal thought and actions”
(Harvey 1986:660)
7. “[a] teacher’s beliefs are shaped by many factors. Among
them are the influence of discipline subculture, the quality of
preservice experience in the classroom and the opportunity
for reflection on the preservice experience” (Fang 1996:52)
Key relevant theoretical point:
Beliefs must be inferred from “belief statement, predisposed
manner, and behaviour related to the belief in question”
(Rokeach 1968, cited from Pajares 1992:315)
Features and influence factors of
Teachers’ beliefs
8. Relationship between teachers’
beliefs and practice
Consistency Inconsistenc
y
• Basturkment et al. (1986)
(instructional practice)
• Mangano and Allen
(1986)(Classroom interaction)
• Johnson (1992)
(Pedagogical approach)
• Wing (1989)
(Students’ perception on the
subject)
• Wilson et al. 1993 (Classroom
observations, thing-aloud
protocols, interviews, simulated
recalls)
• Fang (1996) (incongruent with
practice)
• Ashti (1990) (Classroom reality)
9. Teachers’ identity
Early conceptualisation:
The idea of ‘self’: “…a singular, unified, stable essence
that was little affected by biography” (Day et al. 2006)
Recent contributions:
• not fixed (Karreman and Alcesson, 2001)
• Role-oriented (Hall et al. 1999)
• Discursively constructed (Schnurr and Zayts 2011)
10. Vietnamese teachers’ identity
Chinese Confucian
Heritage Culture
influence
Master of
knowledge
Moral role model
Students as ‘empty
vessel’
Ideologies Social norms
11. New context of Vietnamese
education
Innovative teaching approaches
(CLT, Student-centered approach)
Epistemic incongruence Morality dilemmas
12. Research questions
1. What are the features of these Vietnamese
teachers’ classroom discourse? How do teachers
deal with epistemic incongruence and moral
dilemmas in the classroom?
2. How is the relationship between these Vietnamese
teachers’ belief and their classroom practice
reflected through classroom conversation analysis?
3. What are the implications for Vietnamese teachers
for their professional development?
13. Research methodology
Research approach: Qualitative (drawing from
Conversation analysis and interpretation)
• Conversation analysis (CA):
Turn-taking organization
Sequence organization
• Classroom observation
• Unstructured interview
17. Findings and implications
Findings: addressing question 1 on the pattern of
Vietnamese classrooms’ talk
• The imbalance of turns and rights to control the floor in
the classroom discourse violates this key characteristic of
equal responsiveness in friendship.
• the IRF/IRE pattern indicate that the rights of students in
the classroom sequence are restricted.
• Long sequence of turn constructed to shape and
influence students’ thinking.
• Echoing the inconsistence between teachers’ beliefs and
their physical classroom practice (Research question 2)
18. Findings and implications
Implications: suggested causes and solutions for Teachers’
development (research question 3)
• Narrow perception of the term ‘friendship’
• Raise awareness on the inconsistency of teachers’
beliefs and practice:
The impact of the classroom as an institutional talk
Crucial role of students in constructing subject and social
knowledge: balanced turn-distribution, students’
initiation…
