Teacher Research
Teacher Research as Transformative Learning: A Collaborative Autoethnographic Study of Three Language Teachers
Teacher research is increasingly recognized as a form of professional learning for language teachers. However, its depiction is primarily in the form of collaborative professional learning, which restricts a view of the internal changes that language teacher-researchers may undergo. This autoethnographic study explores the transformative journey of three Vietnamese language teacher-researchers through their action research learning. Their evolving perceptions of research, initially viewed as a formal scholarly endeavor, shifted toward recognizing its practical value in addressing classroom challenges and fostering professional growth. Influenced by formal training, communities of practice, and reflective practice, they transitioned from experience-based to evidence-based pedagogy and embraced their identities as teacher-researchers—explored through the five-stage framework of transformative learning proposed by Arnd-Michael Nohl. This study highlights the potential of teacher research to bridge theory and practice, contributing to a deeper understanding of teacher professional development within the Vietnamese context.
Dang-Tran, D. M., Nguyen-Minh, D., Mai, V. P., & Tran-Thanh, V. (2026). Teacher Research as Transformative Learning: A Collaborative Autoethnographic Study of Three Language Teachers. International Journal of Applied Linguistics, https://doi.org/10.1111/ijal.70119
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Sociology of Language Education
Teachers Are Also Human: Exploring Generation Z Language Teachers’ Perceptions of the Teaching Profession
The teaching profession is facing unprecedented challenges, marked by a decline in status and authority alongside increased responsibilities and expectations. At the same time, individuals born into generation Z are emerging as a significant part of the global teaching workforce. They are often described as a group whose experiences are shaped by concerns and crises, as well as competence and awareness. The emergence of this cohort potentially introduces considerable complexity to the teaching profession due to the distinct characteristics of Generation Z. In this context, this paper adopts an interpretivist perspective to explore the views of Vietnamese Generation Z language teachers regarding the language teaching profession. Semi-structured interviews were employed to collect data from eight Generation Z English language teachers in Vietnam. The results indicate that these teachers perceive teaching as an educational service, expecting high-quality teaching while believing that respect for teachers should be earned, not automatically granted. They also support a view departing from traditional values, acknowledging work-life balance and arguing for a clear separation between personal and professional life. Recommendations for both future research and practical implications are also made.
Tran-Thanh, V. (2026). Teachers Are Also Human: Exploring Generation Z Language Teachers’ Perceptions of the Teaching Profession. Language Teacher Education Research, 4, 1-21. https://doi.org/10.32038/lter.2026.04.01
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