An International Comparative Analysis of Teachers' Professional Identity in Malaysia and Vietnam: Implications for Reforms

Abstract

Study focuses attention on a comparative analysis of teachers' professional identities in Malaysia and Vietnam. Study employed a qualitative approach in its investigation of novice teachers' professional identities for consequent comparison in the two countries of study. Novice teachers with teaching experiences from three (3) years and below were purposively selected from unique public, private and semi-private schools in both Malaysia and Vietnam for the study.  Novice teachers from various cultural background in Malaysia and Vietnam were selected for the study. Analysis of interview data from structured interviews of novice teachers was done under the context of personal, school, training, challenge, and language and teachers status. Thus study was located within a subject centered social-cultural framework in a bid to garner resources for teachers' professional negotiation for consequent comparison in the two countries. Findings revealed that teachers' professional negotiations within the personal and school context in both countries of study were similar but differed on negotiations on equipment support by the school. Also, on the training context teachers' perspective on training support was completely similar in both countries as they all observed insufficient training opportunities. The challenge context was not different as teachers from the two Asia countries expressed their reflection of similar of enormous challenges ranging from those from students, school system and stakeholders among others as inhibitors to their productivity. The language context domain of analysis shows similar reflections in both countries as teachers expressed high proficiency in the use of language of instruction but slightly differ in Vietnamese because of diversity of ethnic minority groups. The perception of the teachers' status for which the teachers' status was rated high in Vietnam but the reverse was the case in Malaysia. Implications for reforms, conclusion and recommendations such as provision of enabling and favorable working conditions in both countries' socio-cultural environment capable of promoting teachers status especially in Malaysia where it was observed low was nevertheless made.