Second-Career EFL Teachers’ Experiences of Adaptability and Sustainability in English Language Teaching

Background/purpose. Since Vietnam’s accession to ASEAN in 1995, English has become crucial for regional and international engagement, driving changes in language education policies and increasing the demand for qualified teachers of English. However, little context-related research focuses on second-career EFL teachers (SCETs). This study explores the experiences of three SCETs: a plant pathologist, a salesperson, and a graphic designer, focusing on the process of adapting and sustaining commitment in English Language Teaching (ELT).

Materials/methods. The study adopted narrative inquiry design under the lens of Ecological Systems Theory and Self-Determination Theory with observation, semi-structured interviews and outsider comments.

Results. Findings show that these SCETs leverage their prior career experiences to reflect on factors affecting their autonomous teaching philosophies and job sustainability through community-driven professional development. The plant pathologist evolves himself based on the upgrading from caring for emotionless trees to emotional learners. The saleswoman transfers and acclimates her belief in business ethics into education ethics. The designer inspires learners to be creatively forward-thinking and independent in their learning.

Conclusion. Discussions indicate that SCETs need more support for targeted training in pedagogical competencies and interdisciplinary teaching to maximize the use of their previous expertise assets. This study contributes to the understanding of SCETs' experiences and paves the way for future research to consider expanding the participant base and exploring comparative studies amongst SCETs and other traditional teachers.

Keywords: SCETs, experiences, adapt, sustain, professional development.

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