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<p>This duoethnographic study examines how English as a foreign language (EFL) teacher identities are reshaped through recursive reflective writing enacted via <i>Writing-With</i>. We define <i>Writing-With</i> as a stance, not a fixed method, that orients writing to co-reasoning with others and materials through four keys: relational, reflexive, recursive, and re-forming. Guided by two questions, including how identity transformation unfolds through recursive reflective writing, and what this stance reveals about the entangled nature of teacher identity, we engaged in a six-month dialogic writing process as two Vietnamese doctoral researchers. Using integrated vignettes, we trace moments of dissonance, resonance, and repair in which inherited pedagogical voices are named, tested, and repositioned. Duoethnography provided the dialogic structure through which these shifts became visible, enabling reflective writing to move from performance toward presence and accountable decision-making. The study contributes a fine-grained account of identity-in-becoming and a portable routine for teacher learning. For teacher education, a concrete takeaway is to pair teachers in short <i>Writing-With</i> cycles (read-write-co-respond), anchor each cycle with a brief boundary memo that names constraints, and maintain a co-judgment log to make pedagogical reasoning traceable.</p>

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Duoethnography of Reflective Becoming: Writing-With Across EFL Teacher Identities

  • 期刊论文

  • 发表日期：

    2026年1月14日

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  • Le Thanh Thao,
  • Pham Trut Thuy

摘要

This duoethnographic study examines how English as a foreign language (EFL) teacher identities are reshaped through recursive reflective writing enacted via Writing-With. We define Writing-With as a stance, not a fixed method, that orients writing to co-reasoning with others and materials through four keys: relational, reflexive, recursive, and re-forming. Guided by two questions, including how identity transformation unfolds through recursive reflective writing, and what this stance reveals about the entangled nature of teacher identity, we engaged in a six-month dialogic writing process as two Vietnamese doctoral researchers. Using integrated vignettes, we trace moments of dissonance, resonance, and repair in which inherited pedagogical voices are named, tested, and repositioned. Duoethnography provided the dialogic structure through which these shifts became visible, enabling reflective writing to move from performance toward presence and accountable decision-making. The study contributes a fine-grained account of identity-in-becoming and a portable routine for teacher learning. For teacher education, a concrete takeaway is to pair teachers in short Writing-With cycles (read-write-co-respond), anchor each cycle with a brief boundary memo that names constraints, and maintain a co-judgment log to make pedagogical reasoning traceable.