International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online)

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Forged in Struggle, Shaped by Negotiation: Dynamics of Identity Development among Chinese Pre-service EFL Teachers

Wenjie Wu Email Norhakimah Khaiessa Binti Ahmad Email Nooreen Noordin Email Chao Du Email
Abstract This qualitative case study investigates identity development among four Chinese pre-service EFL teachers during their teaching practicum through the lens of Possible Selves Theory and Identity Conflict Theory. Findings highlight the dynamic, context-dependent nature of teacher identities, emphasizing the pivotal role of core identities in influencing emotional experiences, professional actions, and career intentions. The study identifies three distinct identity trajectories: identity withdrawal due to constrained agency and limited support; negotiated reconstruction enabled by reflective adaptation; and ideal identity expansion in supportive contexts. A dynamic model of identity development is proposed, recommending structured support from teacher education programs to help pre-service teachers recognize core identities and navigate diverse practicum contexts, promoting sustainable professional growth.
Full Text: PDF   |   DOI: https://doi.org/10.30845/ijhss.vol15p16
Article History:
Received: 25 May 2025 | Accepted: 29 May 2025 | Published: 30 May 2025
Reviewer(s): Dr. Michael Onyeisi Ejiodu, Department of Languages, University of Delta, Agbor, Nigeria; ORCID iD: https://orcid.org/0000-0002- 8019-2502; Phone: +234 803 382 1859.
Email: [email protected] Dr. Wisdom Ezenwoali, University of Delta, Agbor, Nigeria; ORCID iD: https://orcid.org/0000-0002-0776-1385; Phone: +234 813 097 2183.
Email: [email protected];
Address for Correspondence: Norhakimah Khaiessa Binti Ahmad. Department of Language and Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia.
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