Illuminating the English as a Foreign Language (EFL) teaching odyssey: unveiling the professional identities of pre-service teachers

Literature review

Teacher professional identity

Teacher identity, a convoluted and multi-layered construct, has been dissected through varied lenses (Zembylas and Chubbuck, 2018), rendering a universal definition elusive due to its multidisciplinary theoretical considerations (Beauchamp and Thomas, 2009; Rodgers and Scott, 2008). Despite its inherent diversity, researchers gravitate towards definitions congruous with their contextual, purposeful, and theoretical underpinnings. Until the 1990s, the essentialist perspective, viewing identity as static personal attributes, was prevalent (Yazan, 2018), giving way to a sociocultural perspective underscoring identity’s dynamism (Beauchamp and Thomas, 2009). Teacher identity, an evolving process moulded by experiences and context, amalgamates diverse sub-identities reflecting teachers’ various life aspects (Beijaard et al., 2004; Miller, 2009; Sahling and De Carvalho, 2021). Comprehension of its dynamic, constructive, context-specific, multifarious, and societal nature is instrumental in discerning its role in teacher growth (Akkerman and Meijer, 2011). Identity significantly impacts teachers’ convictions, practices, dedication, motivation, and self-efficacy (Day et al., 2005; Freese, 2006; Xue, 2022).

Grounded theory and its essential role in framework development for unveiling teacher’s professional identities

Grounded theory, a qualitative research methodology, has been extensively employed in social sciences for the generation of theoretical constructs grounded in empirical evidence (Glaser and Strauss, 2017). This approach is particularly apt for exploring intricate social phenomena, and in this research context, it is used to construct a theoretical framework pertaining to teacher professional identities. Distinctly characterized by its inductive orientation, grounded theory allows theoretical emergence from data, circumventing preconceived or externally imposed theories (Oktay, 2012). It promotes a systematic, iterative data collection and analysis process, aimed at discerning patterns, categories, and data relationships. The method underscores constant comparison, theoretical sampling, and theoretical saturation to corroborate theoretical evolution rooted in empirical substantiation.

Considering the multifaceted nature of professional identities and the diverse influences shaping them (Chu, 2019; Schutz et al., 2018), grounded theory offers a nuanced exploration of these complexities through systematic data organization and analysis, facilitating key theme identification and relationship elucidation contributing to a comprehensive framework. To develop a theoretical scaffold for teacher professional identities, context-specific comprehension is requisite. Grounded theory aids in unearthing context-driven influences moulding professional identities through a close examination of teachers’ experiences, viewpoints, and interactions within their distinctive educational milieu (Sawatsky et al., 2018; Walker and Myrick, 2006). Such contextual understanding is vital for theory creation that resonates within the specified educational context.

By emphasizing data-derived theory formation, grounded theory ensures that the developed framework is anchored firmly within participants’ experiences and perspectives. Through meticulous data analysis via coding, constant comparison, and theoretical sampling, it allows researchers to devise a framework that truly mirrors realities and insights extracted from the data, thereby enhancing theoretical findings’ credibility and applicability (Walker and Myrick, 2006). Finally, grounded theory encapsulates an iterative, reflexive data collection, analysis, and theory development process (Charmaz, 2014). Through constant comparison, researchers persistently refine and amend their theoretical construct, assimilating emerging insights and perspectives. This iterative process enables a profound comprehension of the investigated phenomena and fosters a theoretical evolution responsive to the intricacies and subtleties of teacher professional identities.

Ethical statement

This study obtained ethical clearance from “Hội đồng Bảo vệ đề cương đại học của Khoa Ngoại ngữ” (Bachelor’s Thesis Proposal Defence Council of School of Foreign Languages), an institutional review board affiliated with Can Tho University situated in the Mekong Delta region of Vietnam, prior to commencing data collection. The approval was granted under the official reference number T2023-53. Written informed consent was obtained from all participants with the consent forms clearly outlining the study’s purpose, voluntary nature of participation, procedures involved, potential risks and benefits, and confidentiality assurances. Participants were given the opportunity to ask questions and address any concerns before granting their consent. Adherence to ethical guidelines protected the rights, well-being, and privacy of the participants.

Research design

This study employed a qualitative research design using the grounded theory approach to explore pre-service teachers’ self-perceived identities. In-depth interviews were conducted to gain insights into participants’ experiences, beliefs, and perspectives on their professional identities (Legard et al., 2003). The data analysis involved open coding and constant comparison, resulting in the development of a comprehensive theoretical framework. The sample size was determined based on theoretical saturation, ensuring adequate data collection. Trustworthiness was confirmed through strategies such as member checking and peer debriefing. This research design contributed to understanding teacher professional identities and their formation.

Participants

The study included 238 pre-service teachers who were enrolled in an English Teacher Education program administered by the school of foreign languages, under a well-known university, situated in Can Tho city, within the Mekong Delta region of Vietnam. The participants were selected through convenience sampling to ensure diverse representation of EFL teachers. To be eligible for participation, individuals had to be enrolled in a training program of English Teacher Education at a recognized university and be midway through their pre-service training. The cohort encompassed a range of backgrounds, including variations in age, gender, and cultural diversity, providing a comprehensive perspective on the self-perceptions of pre-service EFL teachers. Table 1 displays a summary of the participants’ demographic information.

The recruitment process involved collaborating with EFL program administrators and faculty to identify potential participants. Invitations to participate were extended to eligible candidates, accompanied by a detailed explanation of the study’s purpose, objectives, procedures, and informed consent forms. Individuals who were not willing or unable to give informed consent were excluded. Demographic data such as age, gender, educational history, prior teaching experience, and relevant cultural and linguistic background attributes were collected from the participants. The demographic data encompassed within the paper documents were acquired through the assistance of the educational institution wherein the pre-service teachers were undergoing their learning process. The sample size was determined based on practical considerations, resource availability, and data saturation, which occurred when no new insights emerged from additional participants.

Stringent measures were taken to ensure confidentiality and anonymity. Unique identifiers were used for each participant during result reporting, and all identifying information was securely stored and solely used for research purposes. To streamline the analysis process, the pre-service teachers’ papers were initially assigned numbers based on the order in which they were reviewed by the research team. Following this, to facilitate coding, the papers were sorted according to the respective identity themes, and the ID numbers were reassigned based on these themes. For example, if the first theme included 40 participants, the numbering for that theme would range from No.1 to No.40. The numbering for the subsequent theme would then commence from No.41 onwards.

Reflective writing as data collection instrument

In the current study, the participants engaged in a reflective exercise where they were explicitly instructed to express an 80-word self-analysis, in English, about how they perceive their own professional identity as teachers. Participants were provided with physical paper notebooks where they were asked to record their reflective writings. The settings were varied, depending on the comfort and convenience of the participants. However, most of these writings took place in a comfortable and quiet setting, such as the pre-service teacher’s own home, to promote deep and genuine reflection. Once the handwritten reflections were completed, participants were instructed to submit the physical notebooks to the research team. The team collected the notebooks at regular intervals, or via mail for teachers who were geographically distant. It was ensured that the notebooks were handled and stored with care to prevent any loss of information. The participants were not mandated to disclose their names or any personal identification details on the paper. If any identifying information was inadvertently included, it was either substituted with fictional names or removed in its entirety. In the end, the data anonymization process was utilized, replacing unique identifiers specific to each participant with numbered codes. This ensured that the reflective entries were separated from the identities of the participants, while preserving the authenticity and reliability of the collected data.

The deployment of reflective writing as a data accrual mechanism in this investigation was intentional and advantageous for numerous reasons. Firstly, reflective writing furnished a regimented and particular task for the pre-service teachers to participate in, granting them the ability to concentrate their cognitions and express their self-perceived professional identities within the confine of an 80-word introspection. This paradigm stimulated participants to condense their conceptions and succinctly convey their viewpoints.

Secondly, reflective writing offered a platform for participants to engage in introspective self-evaluation. In the process of contemplating their professional identities, participants were stimulated to ponder their convictions, principles, ambitions, and hindrances in the context of their prospective roles as pedagogues. This mechanism facilitated an exploration of their latent thoughts and sentiments, nurturing a profound comprehension of themselves as burgeoning teachers.

Furthermore, the scripted introspections acted as palpable and analysable data for the researchers. By amassing and scrutinizing the participants’ self-perceived identities, the researchers acquired discernment into the intricacies and subtleties of their professional aspirations and apprehensions. The examination of these introspections proffered a holistic comprehension of the participants’ standpoints, illuminating their distinctive conceptualizations of what encapsulates the essence of being a teacher.

Data analysis

The reflective writings given by the participants manifested as both tangible and analysable data that the researchers could scrutinize meticulously. Two complementary research methodologies including a thematic analysis and a grounded theory were implemented to examine these reflections with an aim to dissect the participants’ self-perceived identities.

Thematic analysis, as an analytic approach, facilitated the recognition and categorization of recurrent themes and patterns that emerged within the reflective writings (Braun and Clarke, 2012). This process involved careful reading and re-reading of the data, and coding significant features of the data in a systematic fashion. Following the coding process, themes were identified by clustering similar codes together and constructing a thematic ‘map’. These emergent themes provided profound insights into the participants’ aspirations and apprehensions regarding their evolving professional identities. They furnished a nuanced understanding of the thoughts, feelings, and expectations that these prospective teachers harboured in relation to their future roles.

In concert with thematic analysis, grounded theory was employed in the current study as a systematic qualitative research methodology that aimed to construct theory from the data itself (Glaser and Strauss, 2017; Oktay, 2012). In line with the principles of grounded theory, the researchers did not begin with a preconceived theory; instead, they allowed the theory to emerge from the data. This involved a process of constant comparison where each piece of data was compared with all others to identify similarities and differences. Through this iterative process of data collection, coding, and analysis, the researchers were able to inductively generate a theoretical framework that was truly grounded in the empirical data.

This theoretical framework successfully encapsulated the complexities of the participants’ self-perceived professional identities, as well as the myriad perspectives and experiences that influenced their personal interpretations of what it means to embark on a journey in the educational field. By leveraging these two analytic methodologies in tandem, the researchers achieved a nuanced, multi-layered understanding of the participants’ professional aspirations and concerns. They were able to highlight the unique conceptualizations that each participant held of their identities as teachers. Consequently, this comprehensive analysis of reflective writings illuminated the distinctive, individualized interpretations of the participants’ professional journey in education, shedding light on the diverse conceptions of the essence of becoming a teacher.

The decision to agree upon a number of categories was primarily due to the diversity and richness of the reflective writings. The reflective exercise resulted in a wide range of perceptions and identities, demonstrating the complexity and multifaceted nature of the teaching profession. Each category represents a unique aspect of teaching and provides a comprehensive overview of the various professional identities perceived by teachers in their roles. For instance, if a participant expressed being particularly focused on student needs and adapting his/her teaching style to suit those needs, he/she was classified under the ‘flexible teacher’ category. However, in terms of overlapping characteristics among the categories, it is important to note that these categories were not mutually exclusive. A teacher could, for example, have some sharing attributes of a ‘flexible teacher’ and a ‘student-centred teacher’. However, for the purpose of this study, the research team allocated each participant to the category that best represented the dominant theme of their reflection. As so, by segregating the data into these specific categories, the study was able to better understand the nuances of teacher identities, gain deeper insights into the teachers’ self-perceptions, and highlight the multifarious nature of the teaching profession. Furthermore, the decision to present one quote from a participant in each category was based on an intent to provide a succinct, illustrative snapshot of each identity theme while avoiding an overload of qualitative data.

Flexible teacher

A proportion of pre-service teachers (n=24 out of 238) identified themselves as ‘flexible teachers’ showcasing an aptitude for dynamic pedagogical adaptation in response to diverse educational settings. These pre-service teachers, keenly aware of the varied learning styles and abilities in their classrooms, demonstrated resilience, compassion, and a commitment to continuous professional development. Participant 19, for instance, stated, “The dynamic nature of education demands a willingness to evolve. My teaching strategies adapt to individual student needs, curriculum changes, and pedagogical trends. Embracing innovation and nurturing an inclusive environment are fundamental to my practice.” The teacher showed evident awareness of diverse learning styles and capabilities present in his/her classrooms.

This awareness led ‘flexible teachers’ to adopt a flexible approach in pedagogy that allowed them to effectively cater to individual student needs. It further suggests that they were capable of making necessary instructional adjustments and variations in teaching methods depending on their learners’ unique requirements. The characteristics associated with this theme—resilience, compassion, and a commitment to ongoing professional development—were also notably evident. Resilience, for example, was seen in their ability to navigate and adapt to the constantly changing dynamics of educational settings. Compassion was identified in their empathetic approach towards understanding and accommodating different learning styles and capabilities. Lastly, their commitment to continuous professional development was manifested in their willingness to keep up with curriculum changes and evolving pedagogical trends.

Student-centred teacher

A similar amount of pre-service teachers (n=21 out of 238) identified themselves as ‘student-centred teachers’ displaying a commitment to prioritizing student needs, fostering inclusive classrooms, and promoting student autonomy. These participants utilized varied instructional strategies and differentiated approaches, nurturing a cooperative and interactive learning environment. For example, Participant 33 stated, “Empowering students is central to my approach. I involve them actively in learning and adapt strategies to their needs, promoting engagement and ownership. Peer interaction and choice within the curriculum are key elements of my practice.” The student displayed a dedication to prioritizing student needs, cultivating inclusive classrooms, and fostering student autonomy.

The theme of ‘student-centredness’ was determined based on the teachers’ prioritization of student needs above all else. These teachers exhibited a strong commitment to ensuring that their classrooms were places where each student felt heard, valued, and supported. This active prioritization highlighted their role as facilitators of student learning, as opposed to traditional, more directive forms of teaching. The associated characteristics—cultivating inclusivity, promoting student autonomy, using varied instructional strategies, and fostering a cooperative and interactive learning environment—were inferred from the behaviours, attitudes, and practices of these pre-service teachers. Inclusivity was seen in their efforts to make sure that every student was included, valued, and supported in their classrooms. This commitment to inclusivity went beyond mere acceptance and involved creating an environment where diverse learners felt like they belonged. Promotion of student autonomy, another key characteristic, was reflected in their teaching strategies that encouraged students to take charge of their own learning. By prioritizing student choice and fostering self-reliance, these teachers facilitated a greater sense of ownership and engagement in their students. The use of varied instructional strategies and differentiated approaches emphasized their commitment to adapt their teaching to the diverse needs of their students. By offering varied and adaptive learning experiences, they were able to cater to different learning styles and paces, thus enhancing student engagement and learning outcomes. The fostering of a cooperative and interactive learning environment was another key characteristic, which was evident in their promotion of peer interaction and collaborative learning. They understood the value of social learning and capitalized on opportunities to facilitate productive interactions among students.

Reflective teacher

A slightly smaller subset (n=16 out of 238) embodied a ‘reflective teacher’ persona, characterized by self-analysis, pedagogical adaptation, and a proclivity for continuous professional development. As Participant 48 elucidated, “I engage in continual introspection, evolving my teaching practice through lessons learnt from both triumphs and tribulations. This growth-oriented mindset, bolstered by actively seeking feedback and challenging traditional practices, is essential for pedagogical effectiveness.” This persona was marked by self-analysis, pedagogical adaptation, and a strong inclination for continuous professional development.

The theme of ‘reflectiveness’ was determined based on these teachers’ self-awareness and willingness to critically analyse their teaching practices. A reflective teacher is someone who is deeply self-aware and engages in regular self-analysis, scrutinizing their methods, understanding the implications of their actions, and acknowledging the potential for improvement. This ongoing self-analysis helps to inform their practice and contributes to their development as effective teachers. The characteristic of pedagogical adaptation associated with this theme signifies their readiness to modify their teaching strategies as required. Reflective teachers recognize that the effectiveness of a particular teaching approach can vary with different students, contexts, and subject matters. They are willing to adapt and evolve their pedagogical practices to better meet the needs of their students and the demands of their profession. A strong inclination towards continuous professional development is another characteristic tied to this theme. Reflective teachers are committed to lifelong learning. They view professional development not as a one-time activity, but as an ongoing process that is integral to their role. They seek feedback, learn from their triumphs and tribulations, and strive to refine their skills and knowledge continually. This shows their growth-oriented mindset and their commitment to enhancing their pedagogical effectiveness.

Growth-oriented teacher

A comparable fraction of pre-service teachers (n=13 out of 238) were identified as ‘growth-oriented teachers’ indicating a commitment to continuous improvement, self-reflection, and professional development. These teachers displayed high self-awareness, sought feedback, and viewed challenges as learning opportunities. To illustrate, Participant 63 stated, “As a teacher, my journey is focused on growth. Embracing challenges, using feedback, and continuous learning are key to my practice. I believe in exploring innovative teaching strategies and staying updated with educational trends to enhance my approach.” This self-identification was marked by a commitment to continuous improvement, self-reflection, and professional development.

The theme of ‘growth-orientation’ was established based on the pre-service teachers’ dedicated commitment to continuous improvement. These teachers displayed an ongoing desire to enhance their skills and pedagogical effectiveness, as well as a readiness to engage in self-reflection and actively seek professional development opportunities. They embody the principle that learning is a lifelong journey, and this journey should be marked by continuous growth and improvement. Associated with this theme are characteristics such as high self-awareness, active feedback seeking, and viewing challenges as opportunities for learning. High self-awareness allows these teachers to critically examine their practices, strengths, and areas for improvement. It is this awareness that feeds into their growth orientation, as it enables them to identify where and how they can grow. Actively seeking feedback is another characteristic tied to this theme. Feedback plays a crucial role in professional growth, providing valuable insights into effectiveness and areas that could be improved. By actively seeking feedback, these teachers demonstrate their dedication to improving their practice. Viewing challenges as learning opportunities is the third characteristic associated with the “growth-oriented” theme. Rather than perceiving challenges as hurdles, these teachers see them as catalysts for professional growth and development. This optimistic perspective motivates them to constantly seek out new learning experiences and embrace opportunities for growth.

Engaging teacher

Roughly the same number of pre-service teachers (n=12 out of 238) were identified as ‘engaging teachers’ highlighting a commitment to stimulating, relevant, and personalized learning experiences. These individuals employed innovative teaching methodologies, multimedia resources, and real-world connections, fostering a positive and supportive classroom environment. As Participant 80 articulated, “The key to a vibrant classroom is connecting learning to real-life scenarios, employing interactive activities, and understanding student interests. It is not just about effective communication but creating an emotional bond and fostering a passion for learning.” The teacher emphasized a dedication to creating stimulating, relevant, and individualized learning experiences.

The theme of ‘engagement’ was determined by these teachers’ commitment to keeping their students actively involved in the learning process. They sought to make the educational experience not only informative but also captivating and personally relevant for each student. Engaging teachers understand that students learn best when they are fully absorbed in the material, hence they strive to make their lessons as intriguing and meaningful as possible. The associated characteristics—utilizing innovative teaching methodologies, multimedia resources, and real-world connections, along with fostering a positive and supportive classroom environment—were evident in the actions and strategies employed by these teachers. The use of innovative teaching methodologies suggests their readiness to venture beyond traditional pedagogical techniques. They aim to employ diverse strategies to cater to different learning styles, making the learning experience more effective and engaging for all students. Incorporating multimedia resources is another characteristic that is associated with this theme. The use of such resources can greatly enhance the delivery of lessons and make them more interactive and appealing to the students, thus promoting better understanding and retention of the material. Making real-world connections is a significant strategy used by these teachers. They link the concepts being taught to real-life situations to make learning more meaningful and relevant. This not only facilitates a deeper understanding of the material but also helps students appreciate the practical applicability of what they learn. Fostering a positive and supportive classroom environment is another key characteristic. These teachers strive to create an atmosphere where students feel comfortable to express their ideas, engage in discussions, and take risks in their learning. This supportive environment promotes confidence, stimulates curiosity, and encourages a love for learning.

Supportive teacher

A few pre-service teachers (n=11 out of 238) were found to align with the ‘supportive teachers’ category characterized by their ability to inspire and motivate students towards academic success and personal growth. They exhibited a passion for teaching, used emotionally resonant communication strategies, and provided supportive feedback. Participant 90 reflected: “Through storytelling and real-life examples, I aim to ignite curiosity and instil self-belief in my students. It is rewarding to see their confidence grow as we celebrate their achievements, ultimately inspiring them to reach their full potential.” This categorization was marked by their ability to inspire and motivate students toward academic success and personal growth.

The theme of ‘supportiveness’ was ascertained based on these teachers’ dedication to fostering a nurturing and encouraging learning environment. Supportive teachers inspire their students to strive for academic achievement and personal development. They exhibit a passion for teaching and believe in their students’ ability to succeed, thereby inspiring confidence and fostering a positive attitude toward learning. Characteristics associated with this theme—such as using emotionally resonant communication strategies and providing supportive feedback—were discerned from the teachers’ interactions with their students and their feedback approach. Emotionally resonant communication strategies are methods that elicit emotional responses and promote engagement. These teachers understand that emotions can significantly influence learning, and therefore they incorporate storytelling and real-life examples to make learning experiences more engaging and personally meaningful. Providing supportive feedback is another significant characteristic of this theme. Supportive feedback is focused on improvement and growth rather than criticism. These teachers provide constructive, positive feedback that motivates students to continue working towards their goals and celebrates their progress. It also encourages students to see mistakes as opportunities for learning, which boosts their confidence and willingness to engage in challenging tasks.

Enthusiastic teacher

A handful of pre-service teachers (n=10 out of 238) were identified as ‘enthusiastic teachers’ demonstrating an infectious passion for their subject and teaching, marked by energetic delivery and engaging instructional techniques. They aimed to create an engaging learning environment, fostering active participation and a positive teacher-student relationship. Participant 100 succinctly encapsulated this philosophy, saying, “I utilize lively discussions and interactive activities to create an electrifying classroom atmosphere, inspiring students to actively engage. My enthusiasm for teaching is the fuel that drives my students’ interest and curiosity.” The teacher displayed a contagious passion for his/her subject matter and teaching, characterized by an energetic delivery style and engaging teaching techniques.

The theme of ‘enthusiasm’ was determined based on these teachers’ vibrant passion for teaching and their subject matter. Enthusiastic teachers exhibit a high level of energy and excitement towards teaching, which is often contagious and inspires students to become interested and engaged in the learning process. Their enthusiasm helps make the classroom environment lively and inviting, and it is this positivity that can ignite a passion for learning in their students. The associated characteristics—energetic delivery, engaging instructional techniques, and fostering active participation and a positive teacher-student relationship—are evident in the teaching methods these individuals employ. An energetic delivery refers to their dynamic and lively way of presenting information, keeping students engaged and interested. This is not just about speaking loudly or quickly; it is about using varied vocal intonation, body language, and visual aids to make the content more engaging and memorable. The use of engaging instructional techniques refers to their strategic use of various teaching methods designed to actively involve students in the learning process. These techniques can include discussions, problem-solving activities, collaborative work, or multimedia presentations. Fostering active participation is another significant characteristic of enthusiastic teachers. They encourage students to take an active role in their own learning, promoting interactive discussions and hands-on activities. They also strive to build positive relationships with their students, creating a supportive and engaging learning environment where students feel comfortable expressing their ideas and asking questions.

Disciplinarian teacher

A number of pre-service teachers (n=9 out of 238) were disclosed as ‘disciplinarian teachers’. Emphasizing adaptability and problem-solving, these participants were proficient in navigating pedagogical challenges. For instance, Participant 112 expressed, “In the face of disruptions or conflicts, my goal is to maintain a calm learning atmosphere. Clear routines help foster a positive and engaging classroom climate. Addressing behavioural issues and providing support are vital for creating a sense of belonging.” This self-categorization was characterized by an emphasis on adaptability, problem-solving, and proficiency in dealing with pedagogical challenges.

The theme of ‘disciplinarian’ was established based on these teachers’ commitment to maintaining order and discipline within their classrooms. Disciplinarian teachers understand the importance of a structured, well-managed classroom for effective learning. They are prepared to address any disruptions or conflicts that may occur, ensuring a calm and conducive learning environment. The associated characteristics—adaptability, problem-solving, and proficiency in navigating pedagogical challenges—were identified from the teachers’ actions and strategies for managing their classrooms. Adaptability refers to the teachers’ ability to adjust their plans or strategies based on the situation at hand. Disciplinarian teachers are skilled in modifying their approach in response to any disruptions or changes, ensuring that learning is not affected. Problem-solving is another key characteristic. These teachers are adept at addressing and resolving any issues or conflicts that may arise in the classroom. They employ effective strategies to manage behavioural issues, ensuring a smooth and uninterrupted learning process. Their proficiency in navigating pedagogical challenges refers to their ability to handle any teaching-related issues, such as dealing with diverse learning needs, managing student behaviour, or adapting to changes in curriculum or educational policies.

Subject-matter expert teacher

An identical fraction of pre-service teachers (n=9 out of 238) were highlighted as ‘subject-matter expert teachers’ stressing their deep comprehension and expertise in their teaching discipline. These teachers underscored the significance of maintaining comprehensive content knowledge and staying abreast of advancements in their field. This commitment to continuous learning was coupled with a focus on effectively conveying complex concepts using varied instructional strategies to aid student understanding. As Participant 117 voiced, “My comprehensive knowledge forms the foundation of my effectiveness. Continual learning and clear conveyance of current, relevant information to students are pivotal to my teaching approach.” The teacher emphasized his/her in-depth understanding and expertise in his/her teaching discipline.

The ‘subject-matter expert’ theme was defined based on these teachers’ extensive knowledge and expertise in their discipline. Subject-matter expert teachers possess a deep understanding of the content they teach, enabling them to answer students’ queries accurately and clarify complex concepts effectively. They value comprehensive content knowledge as a cornerstone of their teaching effectiveness. The associated characteristics — comprehensive content knowledge, staying updated on advancements in their field, and effectively conveying complex concepts — were identified from the teachers’ self-reports and instructional strategies. Comprehensive content knowledge refers to their deep understanding of the subject matter they teach. These teachers have a firm grasp of the key concepts, theories, and developments in their discipline, which is essential for delivering high-quality instruction. Staying abreast of advancements in their field signifies their commitment to continuous learning. Subject-matter expert teachers understand the importance of staying updated on the latest research and trends in their field to ensure their teaching is current and relevant. Effectively conveying complex concepts denotes their ability to break down difficult topics into understandable segments. They use varied instructional strategies to present these concepts, ensuring that students can grasp them effectively.

Resourceful teacher

A few pre-service teachers (n=8 out of 238) were identified as ‘resourceful teachers’ underscoring their capacity to optimally use available resources to augment teaching practices and student learning. These teachers displayed creative pedagogical methods and problem-solving skills, exemplified by Participant 128, who stated, “I strive to enrich lessons by seeking diverse resources, be it teaching materials or tech tools. Facing classroom challenges, I see opportunities for innovative solutions. Keeping abreast of new resources through continuous professional development is key to my practice.” The teacher emphasized their ability to make optimal use of available resources to enhance his/her teaching practices and facilitate student learning.

The theme of ‘resourcefulness’ was established based on these teachers’ adeptness at creatively leveraging diverse resources to supplement their teaching. Resourceful teachers are characterized by their capacity to seek out and utilize a variety of materials and tools, ensuring a rich, dynamic, and engaging learning environment. The associated characteristics—optimal use of resources, creative pedagogical methods, and problem-solving skills—were discerned from the teachers’ strategies and approaches to instruction. Optimal use of resources refers to these teachers’ ability to effectively utilize diverse teaching materials and technological tools to enhance learning experiences. They are skilled at identifying and incorporating a wide range of resources to support their instruction, ensuring their teaching remains engaging and effective. Creative pedagogical methods describe these teachers’ innovative approach to teaching. They devise unique teaching strategies that are adapted to the needs and interests of their students, ensuring active participation and effective learning. Problem-solving skills relate to these teachers’ ability to address and resolve any challenges they may encounter in the classroom. They view these challenges as opportunities for innovation and adaptation, continually seeking solutions that enhance the learning experience.

Balanced teacher

An equivalent subset of pre-service teachers (n=8 out of 238) were delineated as ‘balanced teachers’ underscoring their commitment to harmonizing various instructional elements to optimize students’ outcomes. Participant 136 illustrated this, stating, “My teaching approach balances academic rigor with a supportive environment, addressing both cognitive and socio-emotional needs of students. It is about balancing structure with flexibility, providing clear expectations while promoting student autonomy.” This self-description emphasized his/her commitment to harmonizing various instructional elements to maximize student outcomes.

The ‘balanced teacher’ theme was determined based on these teachers’ dedication to creating an equilibrium between different instructional elements in their teaching. Balanced teachers strive to harmonize academic rigor with a supportive environment, cognitive learning with socio-emotional development, and structure with flexibility. They believe that this balanced approach contributes to optimal student outcomes. The associated characteristics—balancing academic rigor and a supportive environment, addressing cognitive and socio-emotional needs, and combining structure with flexibility—were identified from the teachers’ self-reported teaching philosophies and strategies. Balancing academic rigor and a supportive environment refers to these teachers’ ability to maintain high academic standards while creating a nurturing and encouraging learning environment. They believe in challenging their students academically but also provide the support needed to help students meet these challenges. Addressing both cognitive and socio-emotional needs points to these teachers’ focus on the holistic development of their students. They aim not only to enhance their students’ intellectual capabilities but also to foster their socio-emotional well-being. Combining structure with flexibility signifies these teachers’ ability to provide clear expectations and guidelines while also allowing room for student autonomy and individual learning paths.

Pragmatic teacher

A smaller number of pre-service teachers (n=7 out of 238) were identified as ‘pragmatic teachers’ highlighting their propensity for practicality and efficiency in their teaching strategies, tailoring to suit their specific educational setting. For instance, Participant 144 expressed, “A balanced integration of theory and practice in my teaching strategy is crucial. I prioritize practical, evidence-informed methods considering available resources and long-term implications. Overcoming challenges with effective solutions is my primary focus.” The teacher highlighted his/her tendency towards practicality and efficiency in his/her teaching strategies, tailored to suit his/her specific educational context.

The ‘pragmatic teacher’ theme was established based on these teachers’ predilection for practical, efficient teaching strategies. Pragmatic teachers prioritize methods that are both effective and suited to their teaching context, balancing theory and practice in a way that maximizes the benefit for their students. The associated characteristics—practicality, efficiency, and a balanced integration of theory and practice—were discerned from the teachers’ self-reports and observed instructional methods. Practicality refers to these teachers’ preference for teaching methods that are directly applicable and beneficial in their teaching context. They prioritize strategies that are feasible and have proven to be effective, ensuring that their teaching is rooted in practical considerations. Efficiency relates to these teachers’ focus on maximizing the impact of their teaching strategies. They aim to utilize resources effectively and minimize wastage, always seeking the most efficient ways to facilitate learning. A balanced integration of theory and practice signifies these teachers’ commitment to align theoretical knowledge with practical application. They understand the importance of marrying theoretical principles with hands-on experiences to provide a well-rounded learning experience for their students.

Relationship-builder teacher

A similar amount of pre-service teachers (n=7 out of 238) regarded themselves as ‘relationship-builder teachers’ underlining the enhancement of constructive and significant rapport with their learners. These pre-service teachers placed the establishment of trust, respect, and amicability at the forefront of their educational spaces, aspiring to generate an inclusive and supporting milieu. Participant 150 echoed this stance, sharing, “As a relation-building pedagogue, I prioritize strong bonds with learners in a secure and respectful environment. This understanding helps me customize teaching to their unique needs and interests.” This theme emphasizes the importance these teachers place on cultivating positive, meaningful relationships with their students.

The ‘relationship-builder teacher’ theme emerged from the value these teachers place on developing strong, supportive relationships with their students. These teachers understand that positive teacher-student relationships are foundational to successful teaching and learning and contribute to an inclusive and supportive classroom environment. The associated characteristics—building trust, fostering respect, and promoting amicability—were identified from the teachers’ self-reported practices and beliefs. Building trust is central to the “relationship-builder teacher” persona. These teachers believe that establishing a trusting relationship with their students is critical for creating a safe and effective learning environment where students feel comfortable to express their thoughts and take risks in their learning. Fostering respect relates to these teachers’ emphasis on promoting mutual respect in the classroom. They aim to cultivate a classroom culture where students feel valued and respected, thereby enhancing their motivation and engagement in learning. Promoting amicability refers to these teachers’ commitment to maintaining a friendly, approachable demeanour. They strive to be not just educators but also mentors and friends to their students, enhancing students’ comfort and openness in the classroom.

Sociable teacher

The same number of pre-service teachers (n=7 out of 238) were identified as ‘sociable teachers’ predicating on their proclivity for fostering positive relationships and social connectivity within their practice. Participant 157, for instance, stated, “I promote a warm classroom environment by building rapport with all stakeholders. Through empathy and open dialogue, I foster a sense of belonging and extend my collaborative efforts beyond the classroom to connect with educators and community members.” This theme centres on the teacher’s propensity to cultivate positive relationships and foster social connections within their teaching practice.

The ‘sociable teacher’ theme was deduced from these teachers’ inclination towards fostering a warm, collaborative classroom environment. These teachers believe that positive relationships and social connectivity are key to an effective, inclusive learning environment. The associated characteristics—relationship building, empathy, and collaboration—were discerned from the teachers’ self-reports and observed instructional methods. Relationship building refers to these teachers’ commitment to establishing strong, positive relationships with all stakeholders in the learning process. They prioritize building rapport with not just their students, but also parents, fellow educators, and community members. Empathy is a crucial attribute of the “sociable teacher”. These teachers show a deep understanding and appreciation for the perspectives and feelings of their students, thereby fostering a safe, supportive learning environment where students feel seen and understood. Collaboration signifies these teachers’ emphasis on collaborative learning and problem-solving. They believe in the power of collective intelligence and aim to foster a collaborative classroom culture where everyone works together to facilitate learning and solve problems.

Attentive teacher

A handful of pre-service teachers (n=7 out of 238) were identified as ‘attentive teachers’ archetype accentuating the role of diligent observation in optimizing educational practices. These participants advocated for careful scrutiny of student behaviour, progress, and engagement, using these insights to customize pedagogical techniques in accordance with individual learning styles and needs. Participant 165 shared, “By attentively understanding students’ individual needs and areas for growth, I adapt my teaching strategies to align with their preferences. Prioritizing their socio-emotional well-being, I create a safe environment and offer timely guidance and support.” As observed, the teacher perceived the meticulous observation to be significantly important in improving his/her educational practices.

The ‘attentive teacher’ theme is derived from these teachers’ emphasis on careful observation of their students. These teachers recognize that meticulous observation and understanding of individual student behaviour, progress, and engagement can enable them to tailor their teaching methods to better suit individual learning styles and needs. The associated characteristics—meticulous observation, individualized instruction, and a focus on socio-emotional well-being—emerge from the teachers’ self-reported practices and beliefs. Meticulous observation refers to the teachers’ diligent scrutiny of student behaviour and progress. By attentively observing their students, these teachers gain valuable insights into students’ strengths, areas for growth, learning styles, and needs, which guide their instructional planning and delivery. Individualized instruction relates to the teachers’ commitment to tailoring their teaching strategies based on their understanding of each student’s unique learning preferences and needs. They believe that such customization enhances student engagement and learning outcomes. Focusing on students’ socio-emotional well-being shows the teachers’ recognition of the importance of attending to the whole child—not just their academic needs but also their emotional and social needs. They strive to create a safe and supportive learning environment where students feel valued and cared for.

Real-world connector teacher

The same number of pre-service teachers (n=7 out of 238) were identified as ‘real-world connector teachers’ advocating for the integration of real-world contexts and experiences into classroom learning. Such an approach aimed to bridge theoretical knowledge and practical application, engaging students in activities emulating real-life scenarios. Participant 176 remarked, “I leverage real-life examples to enhance learning relevance. This process enables students to comprehend the practical implications of their learning, thereby fostering critical thinking and problem-solving abilities.” The teacher highlighted integrating real-world contexts and experiences into classroom instruction.

The ‘real-world connector teacher’ theme emerges from the teachers’ teaching practices that bridge the gap between classroom learning and the outside world. By integrating real-world experiences and contexts into classroom learning, these teachers aim to make learning more relevant and engaging for their students. They believe that such pedagogical strategies can help students see the relevance of their learning to their lives outside the classroom, thereby deepening their understanding and enhancing their engagement. The characteristics associated with this theme include the use of real-life examples, engaging students in activities simulating real-life situations, and fostering critical thinking and problem-solving abilities. These characteristics arise from the teachers’ teaching practices and beliefs. The use of real-life examples reflects the teachers’ commitment to contextualizing classroom learning in the real world. By drawing on real-life scenarios, these teachers aim to illustrate the practical implications of theoretical knowledge, enhancing its relevance and applicability to students’ lives. The practice of engaging students in activities that emulate real-life situations underscores the teachers’ goal of making classroom learning more engaging and interactive. They believe that such activities can facilitate active learning, wherein students apply theoretical knowledge to practical situations, deepening their understanding and honing their problem-solving skills. The focus on fostering critical thinking and problem-solving abilities arises from the teachers’ recognition of the importance of these skills for students’ success in the real world. By engaging students in activities that emulate real-life situations, these teachers provide opportunities for students to apply their learning in meaningful contexts, thereby developing their critical thinking and problem-solving abilities.

Professional boundaries teacher

A few pre-service teachers (n=6 out of 238) were identified as ‘professional boundaries teachers’ prioritizing professional ethics and boundary delineation in their pedagogical interactions. They emphasized maintaining professionalism, confidentiality, and respect. As Participant 178 articulated, “In my role as an educator, I set clear expectations for student conduct, while ensuring approachability. Furthermore, I uphold professional relationships with my colleagues, recognizing and respecting their expertise and boundaries.” The teacher highlighted the importance of maintaining professional ethics and clear boundaries within his/her pedagogical roles.

Teachers aligned with the ‘professional boundaries’ theme place a high priority on professionalism in their teaching practice. They recognize their role not only as educators but also as professionals in the academic environment, and this awareness shapes their interactions with students and colleagues. The characteristics associated with this theme, such as upholding professional ethics, maintaining confidentiality, and respecting boundaries, are direct reflections of their professional identity. Upholding professional ethics includes adherence to rules and regulations, maintaining the integrity of their roles as teachers, and promoting ethical behaviour among students. Maintaining confidentiality underscores the respect they show towards private information related to students or colleagues. It showcases their understanding of the sensitive nature of their position and the trust placed in them by students, parents, and colleagues. Respecting boundaries relates to the teachers’ understanding of their roles and the appropriate degree of involvement in their students’ personal lives or issues. They realize that while it is important to be approachable and supportive, it is equally important to maintain a professional distance to ensure that their support does not intrude on students’ personal lives or compromise their professional ethics.

Interactive teacher

A similar amount of pre-service teachers (n=6 out of 238) were identified as ‘interactive teachers’. This underpins the significance of fostering active learner engagement and collaboration. They employed a variety of interactive pedagogical techniques, alongside effective communication skills and technology-enhanced learning approaches. Participant 184 encapsulated this, saying, “My classroom is a platform for open dialogue and dynamic learning. I use digital resources to boost interactivity, thereby deepening understanding through hands-on tasks, group activities, and virtual collaborations.” The excerpts encapsulated the teacher’s commitment to fostering active engagement and collaboration among learners. The characteristics associated with this theme—such as using interactive pedagogical techniques, having effective communication skills, and employing technology-enhanced learning approaches—were derived from these teacher’s emphasis on interaction and student participation.

Teachers classified as ‘interactive teachers’ believe in creating an active and engaging learning environment where learners play a crucial role. These teachers perceive themselves as facilitators rather than dictators of knowledge, creating a space that encourages dialogue, exploration, and collaboration. Interactive pedagogical techniques associated with this theme can include group activities, discussions, hands-on tasks, role-play, and other strategies that require active learner participation. These techniques ensure that students are not passive recipients of knowledge but active participants in the learning process, fostering deeper understanding and active engagement. Effective communication is another significant characteristic associated with this theme. “Interactive teachers” understand the importance of clear, direct, and empathetic communication in creating an environment conducive to interaction and learning. They use communication as a tool to convey complex concepts in an understandable manner, resolve conflicts, and build trust and rapport with students. Lastly, the use of technology-enhanced learning approaches reflects the interactive teachers’ recognition of the role of technology in modern education. They employ digital resources to augment traditional teaching methods, harnessing the power of technology to promote interactivity, engagement, and collaborative learning.

Traditional teacher

The findings also identified some pre-service teachers (n=6 out of 238) as ‘traditional teachers’ showing a predilection for conventional pedagogical approaches and an emphasis on discipline, authority, and direct instruction. They appreciated the merits of longstanding teaching methods, viewing teachers as primary knowledge transmitters and prioritizing teacher-centred instruction, including lecture-based delivery and textbook-guided content. Participant 193, for instance, said: “My belief lies in the strength of traditional methods; they offer structure and impart foundational knowledge effectively. I see my role as a guide, leading students through established academic pathways.” The teacher demonstrated an appreciation for long-established teaching methods, positioning the teacher as the primary source of knowledge and favouring teacher-centred instructional strategies such as lecture-based teaching and textbook-guided content.

The preference for conventional pedagogical approaches that ‘traditional teachers’ display is indicative of their belief in the effectiveness of these methods, which have been used in educational contexts for centuries. These methods offer structure and consistency, factors that many traditional teachers believe are essential for effective learning. For example, lecture-based teaching enables the teacher to deliver a large amount of information within a short time frame, while textbook-guided content provides a predetermined structure that can guide both teaching and learning processes. The emphasis on discipline and authority is associated with this theme because traditional teachers often view the maintenance of order and discipline as a prerequisite for effective teaching and learning. Such a classroom environment, they believe, ensures that all students can focus on the content being delivered without distractions. This belief also reflects the traditional perception of the teacher’s role as an authority figure responsible for maintaining decorum and managing the classroom. The concept of the teacher as the primary source of knowledge and the prioritization of teacher-centred instruction reflects traditional teachers’ belief in their role as a guide. They see themselves as leading students through the established academic pathways, rather than facilitating a student-led discovery of these paths. This perspective reinforces the teacher’s role as an authority and an expert, with students primarily positioned as recipients of knowledge.

Holistic teacher

A handful of pre-service teachers (n=6 out of 238) were identified as ‘holistic teachers’ who championed an integrated, whole-child approach to education. They stressed an inclusive learning environment that accommodates diverse needs. Commitment to cultivating self-awareness, empathy, and positive values was evident in their remark. The Holistic Teachers underscored community-building. Participant 199 said, “I champion an integrated, whole-child approach to education. Addressing academic, social-emotional, character, and personal growth, I foster students’ holistic development. Nurturing an inclusive learning environment, I embrace diversity and cultivate a sense of belonging. Incorporating social-emotional learning and character education, I promote collaboration and connectedness within the classroom.” Observably, the teacher is characterized by a dedication to an integrated, whole-child approach to education, an emphasis on inclusivity, cultivation of self-awareness, empathy and positive values, and a strong focus on community-building within the classroom.

The whole-child approach associated with ‘holistic’ teachers extends the educational focus beyond academics to encompass social, emotional, and personal growth. This approach stems from the belief that students are multi-faceted individuals whose various developmental aspects (e.g., cognitive, emotional, social, physical, and moral) are interrelated and equally significant. In turn, this informs holistic teachers’ teaching strategies and curriculum design, as they seek to engage students in learning experiences that promote holistic development. Inclusivity is another crucial characteristic of the holistic teaching theme. Holistic teachers understand and value the diversity of student backgrounds, abilities, learning styles, and needs. They strive to create a learning environment where all students feel respected, valued, and able to participate fully. This commitment to inclusivity means holistic teachers often employ differentiated instruction, offering multiple paths to learning to accommodate varied student needs. The commitment to cultivating self-awareness, empathy, and positive values reflects the holistic teachers’ recognition of the importance of socio-emotional learning and character education. They understand that these aspects contribute significantly to students’ overall well-being and success, both within and beyond the school setting. Thus, these teachers incorporate activities and discussions that promote self-reflection, emotional understanding, moral reasoning, and interpersonal skills. The focus on community-building is tied to holistic teachers’ emphasis on the social context of learning. They believe that a sense of connectedness and community can foster a positive learning atmosphere, increase student engagement, and promote collaborative learning. They aim to build classroom communities where students feel a sense of belonging and are encouraged to work cooperatively.

Contextually aware teacher

A few pre-service teachers (n=5 out of 238) saw themselves as ‘contextually aware teachers’ emphasizing the necessity to comprehend and tailor their pedagogical methods to cater to the distinct requisites of their learners within their individual educational contexts. These pre-service teachers acknowledged the importance of taking into account cultural origins, diverse learning necessities, and educational environments when formulating their instructional approaches. Participant 204 embodied this viewpoint, sharing, “As a context-conscious pedagogue, I aim to recognize diverse learner needs and foster an inclusive, culturally sensitive, and equitable learning environment. Adapting my teaching methods to their specific context enhances their educational experience and promotes their growth.” Based on the excerpts as the representative of the ‘contextually aware teacher’ theme, this group is distinguished by a focus on understanding and adapting their teaching strategies to the specific needs of their students within their unique educational contexts. This approach includes recognizing cultural backgrounds, diverse learning needs, and the influence of the wider educational environment.

The recognition of cultural backgrounds is crucial to the theme of contextually aware teachers. They understand that cultural experiences shape students’ learning styles, perspectives, and levels of engagement. To be effective, teachers must respect and incorporate cultural diversity into their teaching, promoting multicultural education and fostering cultural sensitivity. This approach not only respects students’ cultural identities but also enriches the learning environment by exposing students to a diversity of experiences and perspectives. Addressing diverse learning needs is another critical aspect of contextually aware teaching. Students come from different educational backgrounds and have different learning styles, abilities, and interests. Contextually aware teachers understand this and strive to tailor their instructional approaches to meet these diverse needs. This can involve employing differentiated instruction strategies, providing additional support for students with specific learning needs, and using a variety of teaching methods to engage all learners. The broader educational environment is also a significant consideration for contextually aware teachers. They understand that each learning environment—whether a large urban school, a small rural classroom, an online learning platform, or a special education setting—has its unique characteristics and challenges. Thus, they adapt their teaching approaches to fit these different environments, optimizing the learning experiences of their students.

Cheerful teacher

A small subset of pre-service teachers (n=5 out of 238) were identified as ‘cheerful teachers’ highlighting their commitment to fostering a positive and joyful pedagogical environment. These pre-service teachers underscored the importance of a buoyant demeanour and utilized effective communication, humour, and engaging teaching techniques to stimulate student participation. Their perceived teaching philosophy aligned with the idea that a cheerful disposition enhances student motivation and fosters a sense of belonging. As Participant 210 noted, “Fostering a positive and joyful pedagogical environment is fundamental to my teaching approach. My buoyant demeanour exudes enthusiasm and optimism. Utilizing effective communication, humour, and engaging teaching techniques, I inspire student participation and motivation. Contributing to a supportive classroom environment, I foster a sense of belonging and empowerment.” The teacher was marked by his/her commitment to fostering a positive, joyful learning environment, underscored by his/her buoyant demeanour, effective communication, use of humour, and engaging teaching techniques. He/she believed that a cheerful atmosphere enhances student motivation and fosters a sense of belonging.

‘Cheerful teachers’ buoyant demeanour sets the tone for the learning environment. Their joyful, positive attitude can be infectious, spreading to students and affecting their mood and engagement. When teachers are cheerful, they create a comfortable atmosphere that makes students feel more open to learning, asking questions, and participating in classroom activities. Effective communication is a hallmark of cheerful teachers. They are adept at conveying complex ideas in a clear, accessible manner. They listen actively to their students, giving them a voice and validating their contributions. Such positive interactions can help to build rapport, trust, and mutual respect, enhancing the student-teacher relationship. The use of humour and engaging teaching techniques is another characteristic of cheerful teachers. Humour can alleviate stress, break down barriers, and make learning more enjoyable. It can foster a positive class climate and improve students' attention, comprehension, and retention. Engaging teaching techniques, such as interactive activities, games, and collaborative projects, can further stimulate student interest, participation, and learning. Cheerful teachers also believe that a positive, joyful environment enhances student motivation and fosters a sense of belonging. When students feel welcome, valued, and part of a supportive community, they are more likely to engage in learning, strive to meet academic expectations, and develop a positive attitude towards school.

Authentic teacher

A few pre-service teachers (n=5 out of 238) were discerned as ‘authentic teachers’ underlining their dedication to embodying genuineness and sincerity in their pedagogical approach. These pre-service teachers espoused personal authenticity and prioritized establishing a sincere rapport with their students, endorsing transparency and openness in their practices. As Participant 213 explained, “Personal authenticity and sincerity are integral to my teaching philosophy. I establish a genuine rapport with my students, building trust and mutual respect. Transparency and openness in my teaching practices foster an environment where students feel comfortable expressing themselves and engaging in meaningful discussions.” The characteristics of the teacher, based on the excerpts, that define this ‘authentic teacher’ archetype include a dedication to embodying genuineness and sincerity in their pedagogical approach, personal authenticity, prioritizing establishing a sincere rapport with students, and endorsing transparency and openness in their practices.

The authenticity of these teachers is rooted in their self-awareness and commitment to being genuine in their interactions with students. This characteristic encourages trust as students recognize their teachers’ authenticity and respond positively to their sincerity. Authentic teachers approach their students with respect and genuineness, showcasing their own passion and curiosity about the subjects they teach and thereby motivating students to follow suit. The emphasis on establishing a sincere rapport with students supports the creation of an inclusive and respectful learning environment. By making a conscious effort to understand their students, recognize their individuality, and value their perspectives, authentic teachers are able to establish meaningful connections with their students. This rapport enhances students’ sense of belonging and engagement in the classroom, thus promoting their active participation and academic success. The commitment of authentic teachers to transparency and openness in their practices further enhances the learning environment. They communicate their expectations clearly, provide constructive feedback, admit when they do not know something, and are open to learning from their students. This openness creates an atmosphere of mutual respect and trust, fostering an environment conducive to student participation, collaboration, and critical thinking.

Appreciated teacher

The study identified a handful of pre-service teachers (n=5 out of 238) who self-identified as an ‘appreciated teacher’ demonstrating a strong perception of value and acknowledgment in their professional roles. They emphasized genuine care for their students, nurtured positive relationships, and facilitated a supportive, inclusive learning environment. Their commitment to continuous professional growth was evidenced by their reflective practices and active contributions to the teaching community. As Participant 211 stated, “Demonstrating a strong perception of value and acknowledgment in my professional role, I genuinely care for my students’ academic and personal development. Nurturing positive relationships, I create a supportive and inclusive learning environment where all students feel valued and respected. Engaging in continuous professional growth through reflection and feedback, I am dedicated to refining my teaching methods. Furthermore, I actively contribute to the broader educational community, collaborating with fellow educators to enhance the overall learning experience.” The excerpts show that the characteristics of Participant 211 include a strong perception of value and acknowledgment in his/her professional roles, a genuine care for his/her students, the nurturing of positive relationships, and the facilitation of a supportive, inclusive learning environment. He/she also committed to continuous professional growth as evidenced by his/her reflective practices and active contributions to the teaching community.

The ‘appreciated teacher’ theme is marked by a distinct sense of value and recognition in their role as educators. This acknowledgement comes from a range of sources: the tangible progress and success of students, positive feedback from learners and their parents, and recognition from colleagues and educational leadership. This perceived appreciation motivates these teachers and reinforces their sense of purpose and satisfaction in their profession. Their genuine care for students forms a central part of their teaching philosophy. By investing time and energy in understanding their students’ unique needs and aspirations, they can create individualized learning experiences that foster academic and personal development. This caring approach builds trust with students and boosts their motivation and engagement, as they feel understood and valued in the classroom. Appreciated teachers also prioritize the cultivation of positive relationships, both with students and with their peers. They seek to create a supportive and inclusive learning environment where all students feel valued, respected, and motivated to learn. This focus on fostering positive relationships can lead to higher levels of student engagement, improved academic outcomes, and a stronger sense of community within the classroom. These teachers are also committed to their own continuous professional growth, often reflected in their pursuit of continuous learning, seeking feedback, and engaging in reflective practices. They view each teaching experience as an opportunity for professional development, often adjusting and refining their teaching methods based on feedback and reflection. They see themselves as lifelong learners, mirroring the attitude they hope to instil in their students. Active participation and contribution to the broader educational community is another characteristic of “appreciated teachers”. They often collaborate with fellow educators, sharing resources, strategies, and insights to enhance collective teaching practices and the overall learning experience. This collaborative approach helps to enrich their own teaching practices while contributing to the advancement of the broader educational community.

Compassionate communicator teacher

A few participants (n=4 out of 238), being identified as ‘compassionate communicator teachers’, emphasized empathy, understanding, and communication as cornerstones of their practice. Reflecting this stance, Participant 224 noted, “Empathy and understanding are integral to my teaching approach. I foster a supportive and inclusive learning environment, where every student’s voice is valued. Prioritizing effective communication strategies like active listening and clarity, I encourage open discussions and mutual respect. Addressing students’ emotional needs, I provide the necessary support, creating a safe space for them to share their thoughts and feelings.” Based on the excerpts of Participant 224, the hallmarks of this teacher archetype include a strong emphasis on empathy, understanding, and communication as fundamental elements of their pedagogical approach. These teachers aim to foster a supportive and inclusive learning environment where every student’s voice is valued. They prioritize effective communication strategies like active listening and clarity in instructions to foster open dialogue and mutual respect. They also underscore the importance of addressing students’ emotional needs, providing support, and creating a safe space for students to express their thoughts and feelings.

The association of these characteristics with the theme of ‘compassionate communicator teachers’ comes from their recognition of the power of effective communication in the teaching-learning process. They understand that students learn best when they feel heard, understood, and valued. This recognition drives their commitment to empathy and understanding as central tenets of their teaching philosophy. “Compassionate communicator teachers” place great importance on creating a supportive and inclusive learning environment. By fostering such an environment, they aim to make every student feel comfortable and confident to participate, express their opinions, ask questions, and share their feelings. This inclusivity enhances student engagement, fosters a sense of belonging, and cultivates a respectful and empathetic classroom culture. Effective communication is another key characteristic associated with this theme. These teachers use strategies such as active listening and clarity in instructions to enhance their interactions with students. Active listening allows them to understand students’ needs, concerns, and perspectives more accurately, fostering mutual respect and understanding. Providing clear instructions helps ensure that students understand their learning tasks, expectations, and goals, leading to increased student motivation and achievement. Furthermore, these teachers understand that students’ emotional needs are just as important as their academic needs. They acknowledge that students’ emotional well-being significantly impacts their ability to learn and engage with the learning material. By addressing these needs and providing necessary support, they create a safe and nurturing environment where students feel comfortable sharing their thoughts and feelings. This emotional support can enhance students’ overall well-being, motivation, and academic success.

Guided teacher

The study also found that a few pre-service teachers (n=4 out of 238) were identified as ‘guided teachers’. They emphasized structured support and guidance in pedagogical approach, the pedagogical method of scaffolding, and progress tracking. Participant 232 articulated, “Structured support and guidance are key aspects of my teaching approach. I offer clear instructions and modelling to facilitate students’ understanding. Utilizing scaffolding techniques, I break down complex concepts into manageable components. Guided practice opportunities strengthen their skills, while I constantly monitor progress and provide timely feedback to ensure their success.” The excerpts of Participant 232 show that the primary features of a ‘guided teacher’ include an emphasis on structured support and guidance in their pedagogical approach, the use of scaffolding techniques in teaching, and the practice of progress tracking. These teachers see their role as facilitators who offer clear instructions and model tasks to aid students’ understanding. They break down complex concepts into manageable components using scaffolding techniques and provide students with opportunities for guided practice to strengthen their skills. These teachers also monitor students’ progress regularly and provide timely feedback to ensure their success.

The association of these characteristics with the ‘guided teachers’ theme arises from these teachers’ recognition of the importance of guided instruction in facilitating students’ learning. These teachers understand that clear instructions and modelling can significantly enhance students’ understanding and help them gain a better grasp of the learning material. The “guided teachers” theme is also characterized by the use of scaffolding techniques. Scaffolding is a pedagogical method that involves breaking down complex concepts into smaller, more manageable parts to facilitate understanding. This approach can aid students in mastering new concepts and skills and gradually becoming more independent in their learning. These teachers see scaffolding as a crucial strategy in their teaching, aligning with their commitment to providing structured support and guidance to their students. Another key characteristic associated with this theme is the practice of progress tracking. These teachers recognize the importance of monitoring students’ progress and providing timely feedback. By doing so, they can identify students’ strengths and areas for improvement, adapt their instruction accordingly, and ensure that students are on the right track towards achieving their learning goals. This approach reflects these teachers’ commitment to facilitating students’ success and their belief in the power of feedback in enhancing students’ learning.

Feedback-driven teacher

The same number of pre-service teachers (n=4 out of 238), identified as ‘feedback-driven teachers’ underscored the primacy of timely, constructive feedback in pedagogical interactions. Participant 233 stated, “I firmly believe in the importance of timely, constructive feedback to guide my students’ progress and foster growth. Utilizing various feedback mechanisms, I provide a comprehensive understanding of their performance. I make it a point to illuminate their strengths and areas of improvement, motivating them to excel. Encouraging a feedback-receptive ethos, I promote self-reflection for continuous learning and development.” The defining characteristics of this teacher, based on the excerpts, are a strong belief in the importance of timely, constructive feedback and the use of various feedback mechanisms to enhance student performance.

These teachers view feedback as a crucial tool for guiding students’ progress and fostering their growth. They provide students with a comprehensive understanding of their performance, highlighting their strengths and areas for improvement. Moreover, these teachers encourage a feedback-receptive ethos in their classrooms, promoting self-reflection for continuous learning and development. The association of these characteristics with the ‘feedback-driven teachers’ theme stems from these teachers’ understanding of the central role that feedback plays in the learning process. These teachers recognize that timely, constructive feedback can significantly enhance students’ understanding and performance. By providing clear, actionable feedback, they can guide students towards improving their skills and knowledge, fostering their academic growth. These teachers also utilize various feedback mechanisms in their pedagogical practice. This approach ensures that they provide students with a comprehensive understanding of their performance, covering all aspects of their work. This comprehensive feedback approach can motivate students to excel, as it illuminates both their strengths and areas for improvement. Another key characteristic associated with this theme is the promotion of a feedback-receptive ethos in the classroom. By encouraging students to be open to feedback and promoting self-reflection, these teachers facilitate continuous learning and development. They understand that students who are receptive to feedback and capable of self-reflection are more likely to improve their performance and develop their skills.

Consistent identity teacher

The findings reveal that an identical fraction of participants (n=4 out of 238) were identified as ‘consistent identity teachers’ underlining the importance of maintaining an authentic and stable teaching persona. Participant 235 noted, “As an educator, I maintain an authentic and stable teaching persona, reflecting my true values and beliefs. By establishing trust and credibility with my students, I create a positive and supportive learning environment. Aligning my actions with core principles, I demonstrate consistency in instructional methods and behaviour. Engaging in reflective practice, I continuously uphold my teaching identity.” Observably, this teacher as the representative of the theme emphasized the importance of maintaining an authentic and stable teaching persona.

These teachers believe in the value of reflecting their true values and beliefs in their teaching, creating a positive and supportive learning environment through trust and credibility. They strive for consistency in instructional methods and behaviour, and they engage in reflective practice to continuously uphold their teaching identity. These characteristics are associated with the ‘consistent identity teachers’teachers” theme because they reflect an understanding of the influence of a teacher’s persona on their teaching practices and the learning environment they create. An authentic and stable teaching persona can help to establish trust and credibility with students, fostering a positive and supportive learning environment. Students are more likely to respond positively to teachers who they perceive as genuine and consistent, which can enhance the learning process. Moreover, these teachers believe in the importance of aligning their actions with their core principles. They understand that consistency in instructional methods and behaviour not only provides a predictable learning environment for students but also serves as a model of integrity and reliability. The commitment of these teachers to reflective practice is another key characteristic associated with this theme. Through reflection, they continually assess and refine their teaching identity, ensuring that it remains consistent with their values and beliefs and aligns with their teaching practices.

Summary

Table 2 summarizes the findings of the current study. It includes the types of teacher professional identity, number of participants who self-perceived themselves as the aforementioned images, and the typical characteristics of these images.

Implications

The findings of this study have several implications for the development of contextually relevant teacher education programs in the field of EFL. By gaining insights into the self-perceived professional identities of Vietnamese pre-service EFL teachers, this research contributes to a comprehensive understanding of teacher identity formation and its influence on educational practices, perceptions, and dialogues.

Firstly, the diverse range of self-perceived professional identities identified among the pre-service EFL teachers highlights the multifaceted nature of teacher identity. Understanding the various characteristics and qualities that these teachers associate with their professional identities can inform the design of teacher education programs that foster the development of these attributes. For example, programs can incorporate reflective practices, promote adaptability, and emphasize student-centred approaches to align with the identified professional identities.

Secondly, the insights gained from this study can guide the formulation of tailored and contextually pertinent teacher education programs. By recognizing the unique cultural and educational contexts of Vietnamese EFL pre-service teachers, programs can incorporate elements that address their specific needs, challenges, and aspirations. This tailored approach can enhance the effectiveness and relevance of teacher training initiatives, leading to better-prepared educators who can navigate the complexities of the EFL context.

Additionally, the findings emphasize the importance of fostering certain qualities and characteristics in pre-service EFL teachers, such as engagement, growth-orientation, flexibility, and effectiveness. Teacher education programs can integrate strategies and activities that promote these attributes, such as providing opportunities for professional development, encouraging reflective practices, and facilitating collaboration and networking among pre-service teachers.

Furthermore, the comprehensive theoretical framework developed through the grounded theory approach offers a valuable tool for understanding the formation of professional identities. This framework can serve as a basis for future research and provide a foundation for the design of interventions and support mechanisms aimed at enhancing pre-service teachers’ professional identity development. It is important to acknowledge that the implications of this study are specific to the Vietnamese EFL context and may have limited generalizability to other contexts. However, the findings provide a starting point for further exploration of professional identity development among pre-service EFL teachers in different cultural and educational settings.