Vietnamese preservice teachers’ agency in negotiating the tensions between aspired and experienced identities

This chapter examines three Vietnamese preservice teachers’ agency in negotiating identity tensions while learning to become teachers of English. Drawing on data from narrative frames and individual interviews, the qualitative case study reveals that while Anna directed her agency towards finding a balance between implementing a relaxing teaching approach and meeting curricular demands, Hailey exercised her agency in bridging the gaps between her personal qualities as a stiff person and her professional self as a teacher with a sense of humour, and Tina in further developing her language and pedagogical knowledge. They exercised their agency through, for example, investing in language learning, drawing on past experiences, increasing teaching experience, and engaging in further learning. The chapter ends by suggesting the ways in which support can be provided and teacher agency can be fostered through teacher education to bridge the gaps between preservice teachers’ aspired and experienced identities.