Abstract

Motivation plays an important role in the professional development of English teachers, especially in the context of foreign language teaching in Vietnam. This study analyzes the role of instrumental motivation and integrative motivation in the formation of teacher identity among English teacher education students. Data were collected from 53 students' reflective journals, then coded and analyzed based on three theoretical frameworks: Gardner’s (1985, 2001) typology of motivation, Beijaard et al.’s (2004) teacher identity model, and Deci and Ryan’s (1985, 2000) self-determination theory. The findings provide valuable insights into the professional development of English teachers and suggest strategies to support teacher education students in building a strong professional identity.

Keywords: Instrumental motivation, integrative motivation, reflective journal, teacher identity.