“NGƯỜI THẦY” BÊN TRONG: HÌNH THÀNH BẢN SẮC GIÁO VIÊN CỦA SINH VIÊN SƯ PHẠM THÔNG QUA HOẠT ĐỘNG DẠY THÊM
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu về bản sắc giáo viên không phải là một đề tài mới, nhưng những ảnh hưởng của hoạt động dạy thêm đến việc hình thành bản sắc giáo viên đối với sinh viên sư phạm vẫn chưa được nghiên cứu sâu, đặc biệt trong bối cảnh Việt Nam. Do vậy, nghiên cứu này được thực hiện nhằm tìm hiểu về hoạt động dạy thêm đã giúp hình thành và định hình lại bản sắc giáo viên của sinh viên sư phạm chuyên ngành giảng dạy ngoại ngữ như thế nào, động lực dạy thêm và những khó khăn mà sinh viên gặp phải. Nghiên cứu này giúp hiểu rõ hơn về bản sắc giáo viên của sinh viên sư phạm, từ đó đưa ra góc nhìn giúp các trường đại học có thể điều chỉnh chương trình thực tập và phương pháp giảng dạy. 13 cuộc phỏng vấn bán cấu trúc đã được tiến hành với 13 sinh viên năm cuối tại một trường đại học ở Việt Nam. Kết quả cho thấy sinh viên có xu hướng tham gia hoạt động dạy thêm vì nhu cầu tài chính, để trau dồi kinh nghiệm với phương pháp giảng dạy thực tế, và hoàn thiện hồ sơ thực tập - một trong những yêu cầu để tốt nghiệp. Hầu hết những người tham gia phỏng vấn đều cho rằng bản thân thiếu kinh nghiệm thực tiễn, thiếu kỹ năng quản lý hành vi học sinh và chịu áp lực từ phía phụ huynh. Hơn nữa, thông qua hoạt động dạy thêm, bản sắc giáo viên của sinh viên sư phạm đã được nuôi dưỡng và định hình lại. Một số đề xuất nhằm điều chỉnh chương trình đào tạo trong giáo dục đại học cho sinh viên sư phạm, và hướng nghiên cứu tương lai cũng đã được nêu trong nghiên cứu này.
Chi tiết bài viết
Từ khóa
dạy thêm, động lực giáo viên, sinh viên sư phạm, bản sắc giáo viên, nghiên cứu định tính
Tài liệu tham khảo
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Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Bilsland, C., & Nagy, H. (2015). Work-integrated learning in Vietnam: Perspectives of intern work supervisors. Asia-Pacific Journal of Cooperative Education, 16(3), 185-198. https://files.eric.ed.gov/fulltext/EJ1113544.pdf
Boonen, A. J. H., Van Wesel, F., Jolles, J., & Van Der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15-26. https://doi.org/10.1016/j.ijer.2014.08.001
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Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed.). State University of New York Press.
Chui, M. M. (2016). Private supplementary tutoring: Motivations and effects: A review study. Journal of Education and Practice, 7(27), 195–198. http://files.eric.ed.gov/fulltext/EJ1115807.pdf
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Multilingual Matters. https://doi.org/10.21832/9781847690838
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
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Dang, H.-A. (2013). Private tutoring in Vietnam: A review of current issues and its major correlates. In S. G. Khoo, P. W. L. Chng, & B. H. Yeo (Eds.), Asia Pacific education: Diversity, challenges and changes (International Perspectives on Education and Society, Vol. 22, pp. 95-127). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-3679(2013)0000022005
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Dulock, H. L. (1993). Research Design: Descriptive Research. Journal of Pediatric Oncology Nursing, 10(4), 154-157. https://doi.org/10.1177/104345429301000406
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125. https://doi.org/10.3102/0091732X025001099
Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85-105.
Gudmundsdottir, G. B., & Brock-Utne B. (2010). An exploration of the importance of piloting and access as action research. Educational Action Research, 18(3), 359-372. https://doi.org/10.1080/09650792.2010.499815
Guerriero, S. (2017). Pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing. https://doi.org/10.1787/9789264270695-en
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1-10. https://doi.org/10.1016/j.tate.2015.08.003
Kaymak, Ö. S., & Demir, Ö. (2012). İlköğretim öğrencilerinin dikkat toplama sürecine ilişkin görüşlerinin incelenmesi [Examining primary school students' views on the attention gathering process]. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi [Journal of C.U. Institute of Social Sciences], 21(1), 135–154.
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
Khoi, M. N., & Long, T. T. (2021). Using narrative inquiry to examine teachers’ identity via Facebook narratives. VNU Journal of Foreign Studies, 37(2). https://doi.org/10.25073/2525-2445/vnufs.4699
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45(3), 214-222. https://doi.org/10.5014/ajot.45.3.214
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge. https://doi.org/10.4324/9780203019672
Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students’ growth mindset. Journal of Applied Developmental Psychology, 76, 101299. https://doi.org/10.1016/j.appdev.2021.101299
Mufidah, N. (2019). The development of pre-service teachers’ teaching performance in the teaching practice program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97–114. https://doi.org/10.21093/di.v19i1.1469
Nguyen, C., Hafeez‐Baig, A., Gururajan, R., & Nguyen, N. C. (2021). The hidden reasons of the Vietnamese parents for paying private tuition fees for public school teachers. Social Sciences & Humanities Open, 3(1), 100105. https://doi.org/10.1016/j.ssaho.2021.100105
Nguyen, T. B. P. (2021). English private tutoring in high school in Vietnam through the lens of Bourdieu. In B. H. Duong, H. A. Duc, & B. T. M. Hong (Eds.), General Education in Vietnam: Challenges, Innovation, and Change (pp. 267-398). Dan Tri Publishing House.
Nguyen, B.-P. T., & Tesar, M. (2024a). Teacher identity ambiguity and where to find it? A narrative inquiry of ELT teachers in rural areas. Policy Futures in Education. https://doi.org/10.1177/14782103241266906
Nguyen, B.-P. T. (2024b). “Bamboos taught me to bend, but not to break”: a poetic narrative of teacher identity negotiations. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2024.2365194
Nguyen, B.-P. T., Le, H. M., & Duong, B.-H. (2025). “Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring. Asia Pacific Education Review. https://doi.org/10.1007/s12564-025-10046-1
Nguyen, T. C., Hafeez-Baig, A., Gururajan, R., & Nguyen, N. (2020). How does private tutoring knowledge influence parental perceptions of private tutoring? A case study in Vietnam. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3555656
OECD. (2005). Teachers matter: Attracting, developing, and retaining effective teachers. OECD Publishing. https://doi.org/10.1787/9789264018044-en
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Rosenblatt, Z., & Peled, D. (2002). School ethical climate and parental involvement. Journal of Educational Administration, 40(4), 349–367. https://doi.org/10.1108/09578230210433427
Schutz, P. A., Nichols, S. L., & Schwenke, S. (2018). Critical events, emotional episodes, and teacher attributions in the development of teacher identities. In P. A. Schutz, J. Hong, & D. Cross Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 13-23). Springer.
Shamnadh, M. (2019). Misbehavior of school students in classrooms-main causes and effective strategies to manage it. International Journal of Scientific Development and Research, 4(3), 141-144. https://www.ijsdr.org/papers/IJSDR1903053.pdf
Slomp, M. W., Gunn, T. M., & Bernes, K. B. (2014). Training pre-service teachers in career education: Developing foundational perceptions, knowledge, and skills. The Canadian Journal of Career Development, 13(1), 18–34.
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639–1657. https://doi.org/10.1086/229942
Subedi, D. (2018). Utilizing tutoring approaches and strategies effectively (Report No. ED591992). ERIC. https://files.eric.ed.gov/fulltext/ED591992.pdf
Thanhnien.vn. (2014). Gần 75% phụ huynh cho con học thêm [Nearly 75% of parents enroll their children in extra classes]. Thanh Niên Online. https://thanhnien.vn/gan-75-phu-huynh-cho-con-hoc-them-185382124.htm
Torres-Cladera, G., Simó-Gil, N., Peñafiel, L. D., & Amat-Castells, V. (2021). Building professional identity during pre-service teacher education. CEPS Journal: Center for Educational Policy Studies Journal, 11(3), 35–54.
Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31(1), 35-63. https://doi.org/10.1007/s10648-018-9457-3
Vokatis, B., & Zhang, J. (2016). The professional identity of three innovative teachers engaging in sustained knowledge building using technology. Frontline Learning Research, 4(1), 58-77. https://doi.org/10.14786/flr.v4i1.223
Wangdi, T., & Namgyel, S. (2022). Classroom management strategies to reduce student disruptive behavior: An action research. MEXTESOL Journal, 46(1). https://doi.org/10.61871/mj.v46n1-16
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Alexander, McCabe, & De Backer. (2019). Careers and labour market information: An international review of the evidence. Education Development Trust.
Antalffy, P. (2020). A brief history of tutoring. TutorCruncher. https://tutorcruncher.com/tutoring-online/a-brief-history-of-tutoring-infographic/
Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441–464. https://doi.org/10.1080/13540600701561653
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Bilsland, C., & Nagy, H. (2015). Work-integrated learning in Vietnam: Perspectives of intern work supervisors. Asia-Pacific Journal of Cooperative Education, 16(3), 185-198. https://files.eric.ed.gov/fulltext/EJ1113544.pdf
Boonen, A. J. H., Van Wesel, F., Jolles, J., & Van Der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15-26. https://doi.org/10.1016/j.ijer.2014.08.001
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners (Fundamentals of Educational Planning No. 61). UNESCO International Institute for Educational Planning (IIEP). https://unesdoc.unesco.org/ark:/48223/pf0000118486
Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. European Commission.
Bray, M. (2007). The Shadow education system: Private tutoring and its implications for planners. UNESCO IIEP. https://unesdoc.unesco.org/ark:/48223/pf0000180205
Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed.). State University of New York Press.
Chui, M. M. (2016). Private supplementary tutoring: Motivations and effects: A review study. Journal of Education and Practice, 7(27), 195–198. http://files.eric.ed.gov/fulltext/EJ1115807.pdf
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Multilingual Matters. https://doi.org/10.21832/9781847690838
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
Dang, H.-A. (2013). Private tutoring in Vietnam: A review of current issues and its major correlates. In S. G. Khoo, P. W. L. Chng, & B. H. Yeo (Eds.), Asia Pacific education: Diversity, challenges and changes (International Perspectives on Education and Society, Vol. 22, pp. 95-127). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-3679(2013)0000022005
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2008). The landscape of qualitative research (3rd ed.). Sage Publications, Inc.
Doyle, W. (2006). Ecological approaches to classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 97-125). Lawrence Erlbaum Associates.
Dulock, H. L. (1993). Research Design: Descriptive Research. Journal of Pediatric Oncology Nursing, 10(4), 154-157. https://doi.org/10.1177/104345429301000406
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125. https://doi.org/10.3102/0091732X025001099
Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21(1), 85-105.
Gudmundsdottir, G. B., & Brock-Utne B. (2010). An exploration of the importance of piloting and access as action research. Educational Action Research, 18(3), 359-372. https://doi.org/10.1080/09650792.2010.499815
Guerriero, S. (2017). Pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing. https://doi.org/10.1787/9789264270695-en
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1-10. https://doi.org/10.1016/j.tate.2015.08.003
Kaymak, Ö. S., & Demir, Ö. (2012). İlköğretim öğrencilerinin dikkat toplama sürecine ilişkin görüşlerinin incelenmesi [Examining primary school students' views on the attention gathering process]. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi [Journal of C.U. Institute of Social Sciences], 21(1), 135–154.
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332
Khoi, M. N., & Long, T. T. (2021). Using narrative inquiry to examine teachers’ identity via Facebook narratives. VNU Journal of Foreign Studies, 37(2). https://doi.org/10.25073/2525-2445/vnufs.4699
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45(3), 214-222. https://doi.org/10.5014/ajot.45.3.214
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge. https://doi.org/10.4324/9780203019672
Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students’ growth mindset. Journal of Applied Developmental Psychology, 76, 101299. https://doi.org/10.1016/j.appdev.2021.101299
Mufidah, N. (2019). The development of pre-service teachers’ teaching performance in the teaching practice program at English Department of State Islamic University of Antasari Banjarmasin. Dinamika Ilmu, 19(1), 97–114. https://doi.org/10.21093/di.v19i1.1469
Nguyen, C., Hafeez‐Baig, A., Gururajan, R., & Nguyen, N. C. (2021). The hidden reasons of the Vietnamese parents for paying private tuition fees for public school teachers. Social Sciences & Humanities Open, 3(1), 100105. https://doi.org/10.1016/j.ssaho.2021.100105
Nguyen, T. B. P. (2021). English private tutoring in high school in Vietnam through the lens of Bourdieu. In B. H. Duong, H. A. Duc, & B. T. M. Hong (Eds.), General Education in Vietnam: Challenges, Innovation, and Change (pp. 267-398). Dan Tri Publishing House.
Nguyen, B.-P. T., & Tesar, M. (2024a). Teacher identity ambiguity and where to find it? A narrative inquiry of ELT teachers in rural areas. Policy Futures in Education. https://doi.org/10.1177/14782103241266906
Nguyen, B.-P. T. (2024b). “Bamboos taught me to bend, but not to break”: a poetic narrative of teacher identity negotiations. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2024.2365194
Nguyen, B.-P. T., Le, H. M., & Duong, B.-H. (2025). “Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring. Asia Pacific Education Review. https://doi.org/10.1007/s12564-025-10046-1
Nguyen, T. C., Hafeez-Baig, A., Gururajan, R., & Nguyen, N. (2020). How does private tutoring knowledge influence parental perceptions of private tutoring? A case study in Vietnam. SSRN. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3555656
OECD. (2005). Teachers matter: Attracting, developing, and retaining effective teachers. OECD Publishing. https://doi.org/10.1787/9789264018044-en
Othman, J., & Kiely, R. (2016). Preservice teachers’ beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1), 50-61. https://doi.org/10.17509/ijal.v6i1.2661
Rosenblatt, Z., & Peled, D. (2002). School ethical climate and parental involvement. Journal of Educational Administration, 40(4), 349–367. https://doi.org/10.1108/09578230210433427
Schutz, P. A., Nichols, S. L., & Schwenke, S. (2018). Critical events, emotional episodes, and teacher attributions in the development of teacher identities. In P. A. Schutz, J. Hong, & D. Cross Francis (Eds.), Research on teacher identity: Mapping challenges and innovations (pp. 13-23). Springer.
Shamnadh, M. (2019). Misbehavior of school students in classrooms-main causes and effective strategies to manage it. International Journal of Scientific Development and Research, 4(3), 141-144. https://www.ijsdr.org/papers/IJSDR1903053.pdf
Slomp, M. W., Gunn, T. M., & Bernes, K. B. (2014). Training pre-service teachers in career education: Developing foundational perceptions, knowledge, and skills. The Canadian Journal of Career Development, 13(1), 18–34.
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639–1657. https://doi.org/10.1086/229942
Subedi, D. (2018). Utilizing tutoring approaches and strategies effectively (Report No. ED591992). ERIC. https://files.eric.ed.gov/fulltext/ED591992.pdf
Thanhnien.vn. (2014). Gần 75% phụ huynh cho con học thêm [Nearly 75% of parents enroll their children in extra classes]. Thanh Niên Online. https://thanhnien.vn/gan-75-phu-huynh-cho-con-hoc-them-185382124.htm
Torres-Cladera, G., Simó-Gil, N., Peñafiel, L. D., & Amat-Castells, V. (2021). Building professional identity during pre-service teacher education. CEPS Journal: Center for Educational Policy Studies Journal, 11(3), 35–54.
Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The role of school in adolescents’ identity development. A literature review. Educational Psychology Review, 31(1), 35-63. https://doi.org/10.1007/s10648-018-9457-3
Vokatis, B., & Zhang, J. (2016). The professional identity of three innovative teachers engaging in sustained knowledge building using technology. Frontline Learning Research, 4(1), 58-77. https://doi.org/10.14786/flr.v4i1.223
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