Teachers are Also Human: A Focus on Gen Z
- Eduling
- 1 minute ago
- 4 min read
Summary and Highlights
This podcast episode of Language Innovators features a conversation between Dr. Linh Phung, Nik Wolfe, and Dr. Vu Tran-Thanh regarding the shifting landscape of English language teaching in Vietnam. Dr. Vu discusses his research on Generation Z language teachers, highlighting how his research participants are moving away from the traditional view of teaching as a "noble" profession. Instead, they view education as an educational service and teachers as humans with different identities. The discussion explores the intersection of personal branding, socialization and commercialization of education, and the negotiation of teacher identity in a digital age.
Video: Teachers are also Human: A Focus son Gen Z
Introduction and Motivation
The conversation begins with Dr. Linh Phung introducing Dr. Vu Tran-Thanh, a recent PhD graduate from Durham University and founder of the TESOL Research Collaboration Network. Dr. Vu explains that his motivation for this research stemmed from his interactions with Gen Z trainees in Vietnam. He noticed that this younger cohort held a fundamentally different conceptualization of the teaching profession compared to older generations, one that moved away from traditional “noble” images toward a more democratic view.
The Three Core Findings
Dr. Vu summarizes the three central findings of his study regarding Gen Z language teachers:
Teaching as an Educational Service: Gen Z teachers are moving away from the "noble" or "honorable" job description that traditionally defined teaching in Vietnam. They see themselves as offering an educational service to their students. In this framework, respect is not a right given by the title; it is earned through the quality of the service provided. If the service is poor, they believe it is fair for students not to respect the teacher.
The Separation of Professional and Private Life: The study highlights the "Teachers are also human" philosophy. Unlike their parents' generation, who felt they could not bargain at markets or wear bikinis at the beach for fear of looking "unprofessional,” Gen Z teachers insist on a boundary. They are models at school, but once they leave the school gate, they assert their right to live a normal life, including having tattoos, earrings, or eating junk food on the street.
Passionate Interdisciplinary Professional Development: These teachers are not just focused on TESOL; they are eager to learn about business, AI, and psychology. They view these as essential tools for personal branding and for staying relevant to the "Alpha and Beta" generations of students who are increasingly tech-savvy.
Negotiating Authority and the "Democratic" Classroom
A significant portion of the interview is dedicated to how these perceptions change classroom dynamics. Dr. Vu notes that Gen Z teachers view authority as a negotiated product rather than something assigned by the institution.
Nik Wolfe shares his experience in the Peace Corps, describing a "flat social hierarchy" where teachers and students address institutional constraints together. Dr. Vu agrees, noting that Gen Z teachers take on affective roles acting as facilitators, consultants, or siblings. They prefer private dialogue over public scolding, moving toward a more democratic environment where the power balance is more equal.
Identity Navigation in the Digital Age
The speakers discuss the stress of social media. Because parents and schools in Vietnam use Facebook to communicate, Gen Z teachers often lead dual lives online. They use Facebook for professional branding and sharing school content while migrating to Instagram to express their "rebellious" selves. Dr. Vu also elaborates on the reflective process of identity negotiation by balancing how they want to be seen with how they are actually perceived by society.
Neoliberalism and the "Mini School"
Dr. Vu connects these changes to the socialization and commercialization of education in Vietnam. In a neoliberal context, a high IELTS score and a Zoom account allow anyone to open a "mini school." While this offers entrepreneurial freedom, Dr. Vu warns of a lack of quality control and the risk of "scams" where individuals without pedagogical training market themselves as experts.
Institutional Constraints
The interview also shares a nuanced look at the dissonance felt when a teacher's ideals meet the "grind" of the system. The speakers clarify that this is not a simple hierarchy of old versus young teachers, but an environment where both generations have their own skills and advantages.
While senior teachers have experience, younger teachers possess "tech power" and a cultural proximity to students that allows them to stay updated with trends like TikTok or "Algo-speak." Both generations must work within institutional constraints and sometimes rigid national curricula. The speakers suggest an approach that acknowledges these constraints openly with students and treats the curriculum as a collective problem to solve, allowing for innovation even within a centralized system.
Final Advice
Dr. Vu’s final advice to the younger generation is to be mindful of the "tricky" boundaries with students. While being an "inspirer" is noble, letting students too far into one's personal life can lead to professional regret. He emphasizes that his research has resonated deeply with the community because it "speaks their story," validating the experiences of countless educators navigating a changing society.
About Dr. Vu Tran-Thanh
Dr Vu Tran-Thanh (Trần Thanh Vũ) obtained his PhD in Education from Durham University, United Kingdom. Vu is the founder and administrator of the TESOL Research Collaboration Network, a professional learning community for Vietnamese teacher-researchers. He has been appointed to the Editorial Board of the London Review of Education journal, beginning in 2025.
As a researcher, Vu has presented at various international conferences and has published several peer-reviewed articles and book chapters. His research interests include various areas of language teacher education, such as teacher research, identity, agency, and professional development, as well as queer inquiry, peacebuilding, and CALL.
Access Dr. Vu Tran-Thanh's article HERE.
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