Professional identity development process of a second career EFL teacher: A case study

This study focuses on an individual transitioning from a non-teaching to a teaching career in Vietnam. The participant’s narrative serves as a conduit for investigating the factors that come into play during this career transition and how they influence the development of teacher identity throughout the transitional stages. The study relies on an adapted theoretical framework that encompasses four key sub-components of professional identity, specifically focusing on roles, values, job motivation, and satisfaction. Additionally, it introduces an analytical framework that delineates four influential stages of identity development, facilitating the examination of how adjustments occur within these aspects. To collect data for this study, a methodology involving semi-structured interviews was employed. The researcher utilizes the life-history method to analyze the case. The findings of this research indicate that the development of teacher identity is an ongoing and dynamic process, influenced by lived experiences, deliberate reflection and personal life motto. This research also hopes to show significant potential for providing valuable insights that can improve teacher professional development programs.