THE TEACHER WITHIN: SHAPING PRESERVICE TEACHER IDENTITY THROUGH PRIVATE TUTORING

Research into teacher identity is not novel, but the influences of private tutoring on the formation of teacher identity among pre-service teachers have not been extensively investigated, particularly in the context of Vietnam. This study, therefore, aimed to examine how private tutoring helped to shape and reshape the identity of pre-service teachers majoring in language education, their motivations to participate in private tutoring, and the challenges that they might encounter. The implications of this study were to better understand teacher identity of pre-service teachers so that higher education institutions might improve their practicum, internship programs and pedagogical practice. Thirteen semi-structured interviews were conducted with thirteen fourth-year students majoring in language teaching education at a university in Vietnam. The findings revealed that students chose to join private tutoring for hands-on experience in a realistic teaching approach, finances, and internship record as their graduation requirement. Additionally, most of the interviewees perceived the lack of practical experience, management of students’ behaviour, and pressure from parents as their major challenges. Through private tutoring, their teacher identity was fostered and reshaped. Some recommendations for offsetting insufficient training in higher education for pre-service teachers, and further research directions were also put forward.