Australian Journal of Teacher Education
Abstract
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
Was this research funded?
No, research was not funded
Recommended Citation
Tran-Thanh, V. (2021). “Why I Don’t Teach as I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock. Australian Journal of Teacher Education, 46(12). https://doi.org/10.14221/ajte.2021v46n12.3
Included in
Adult and Continuing Education and Teaching Commons, Other Teacher Education and Professional Development Commons