An evaluation of researcher–teacher collaboration with practitioners engaged in instructing English language with young learners

This study aims to seek an understanding of teachers’ construction of identity and practice through theoretical and practical retraining workshops in local contexts of Vietnam where there have been significant innovations in primary English education for young learners since 2008. The authors applied dialogic collaborative educational action research using transformative learning and living educational theories to gain insight into the trainee teachers’ perception of their practice. The findings offer important insights into the co-construction of identity and practice in a linear, collaborative relationship between teachers and researchers to improve teaching and learning.