000 00000nam#a2200000ui#4500
001 29909
008 140926s00vm|#################vie#d
082 ## $a420 $bDU-P
100 0# $aDương, Thị Hồng Phương
245 ## $aDeveloping bilingual English teachers’ professional identities at a secondary International school in HaNoi $b $cDương Thị Hồng Phương; A.P.Dr. Hoàng Tuyết Minh $h $n $p
246 ## $aPhát triển nhân diện nghề nghiệp của giáo viên dạy song ngữ tại một trường Trung học Quốc tế ở Hà Nội
260 ## $aH. $bTrường Đại học Mở Hà Nội $c2025
300 ## $a88 p. $b $cA4 $e
520 ## $aThis thesis examines the professional identity development of bilingual English (BE) teachers at a secondary international school in Hanoi, focusing on how bilingual education constructs their professional experiences and growth. Although teacher identity has been widely studied, limited attention has been given to BE teachers working in international school contexts, where differing cultural values, linguistic expectations, and pedagogical approaches intersect. Addressing this gap, the research seeks to identify professional identities of a bilingual teacher, the key factors influencing the professional identities of BE teachers in these contexts and to recommend strategies for supporting their professional development through suitable continuous professional development (CPD) modals. Guided by a qualitative narrative inquiry approach, the study collected data through in-depth, semi-structured interviews with five BE teachers to capture their lived experiences, teaching practices, and reflections on working in bilingual and multicultural environments.
653 ## $aDeveloping bilingual
653 ## $aEnglish teachers’ professional identities
653 ## $aA secondary International school in HaNoi
690 ## $aTiếng Anh
691 ## $aNgôn ngữ Anh