Educação em artes e a formação da identidade profissional docente no contexto digital do Vietnã

Ha Thanh Huong; Tran Huu Hoan

doi:10.22633/rpge.v30iesp1.20917

Authors

Ha Thanh Huong National Academy of Education Management https://orcid.org/0000-0003-0296-1895
Tran Huu Hoan National Academy of Education Management https://orcid.org/0000-0003-4923-9293

DOI:

https://doi.org/10.22633/rpge.v30iesp1.20917

Keywords:

Arts education, Teacher professional identity, Digital transformation, Teacher education, Vietnam

Abstract

In the context of rapid digital transformation, teacher education is undergoing significant changes in pedagogy, professional roles, and identity formation. Arts education, emphasizing creativity and reflection, can support teachers in adapting to digitally mediated learning environments. This study examines the role of arts education in shaping teacher professional identity in Vietnam. A mixed methods approach was employed with 187 participants, including preservice teachers and lecturers, using surveys, interviews, and analysis of digital learning artifacts from three institutions. Quantitative results show positive perceptions of digital arts education and its relevance to professional development. Qualitative findings highlight how reflective practice, creative engagement, and pedagogical expression contribute to identity formation, professional values, and teaching competence. The study also identifies key enabling factors and challenges, emphasizing the importance of instructional design and institutional support. These findings provide practical implications for policy, curriculum development, and teacher professional growth in digital contexts.

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Author Biographies

Ha Thanh Huong, National Academy of Education Management

National Academy of Education Management, Hanoi city, Vietnam.

Tran Huu Hoan, National Academy of Education Management

National Academy of Education Management, Hanoi city, Vietnam.

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