Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers

This paper examines the evolution of the professional identities of student teachers (STs) in a paired-placement teaching practicum in Vietnam. The study draws on activity theory, its notion of contradiction, and Vygotsky's concepts of ZPD and perezhivanie, to identify the factors driving the intricate learning process. Opportunities for learning were initially manifested in conflicts within the teacher pair, for example negotiation of their multiple identities, as friends, students and teachers in training. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities.

► The study examined teacher learning in a paired-placement context.
► The teachers experienced qualitative shifts in their teaching identities.
►  Activity theory was effective in revealing the complexity of their learning.
► Paired-placement is a promising model for reforming the practicum.