PROFESSIONAL EXPERIENCES OF TWO MASTER’S STUDENTS OF ENGLISH TEACHER EDUCATION IN VIETNAM AND SWITZERLAND

Abstract

This study explores the factors shaping the learning and professional development experiences of two master’s students enrolled in English language teacher education programs in two distinct educational contexts: Vietnam and Switzerland. A comparative qualitative case study approach was employed, drawing on data from course assignments and semi-structured interviews. Thematic analysis was guided by the Ecological Perspective of Teacher Agency. Findings reveal three main categories influencing the students’ experiences: contextual conditions (learning environment, academic language, and curriculum structure), personal and professional histories (academic background and prior teaching experience), and future-oriented intentions (career goals and reflective engagement). Despite different starting points, both participants demonstrated growth in pedagogical awareness, critical reflection, and the shaping of professional identity. The study highlights the value of diversity in learner backgrounds and aspirations as a pedagogical resource. It recommends incorporating dedicated modules on teacher well-being and recognizing learners’ sociocultural backgrounds to better tailor instructional approaches and support the professional agency of future educators.