TEACHER IDENTITY THROUGH THE CREATIVE METHODOLOGY – A CASE IN NGUYEN TAT THANH UNIVERSITY
Main Article Content
Abstract
The paper presents the findings of a qualitative research project to explore the emergence of teacher identity in Nguyen Tat Thanh University. Through a lantern making workshop at Nguyen Tat Thanh University in April 2019, the creative methodology offered six participants opportunities for “deepening reflection engagement and discussion. Multiplicity and continuity were identified as characteristics of the teacher identity. Based on the interviews, short essays and lanterns, the participants shared their thoughts, personal identity in relation with professional identity, teacher roles and the glowing moments in the development process. Moreover, the teachers also appreciated the experience of the creative methodology as lantern making in helping participants overcome the language barrier to share, explore and reform their teacher identity. The findings suggest some recommendation for using qualitative research in general to study the teacher identity. In particular, the creative methodology was a useful way to learn “hidden,” unspoken things and to offer people opportunities to reflect, engage and discuss deeper and link to personal identity.
Keywords
creative methodology, teacher identity, Nguyen Tat Thanh University
Article Details
References
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