International Journal of Humanities and Social Science

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

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Original Research Article | Open Access | Peer Reviewed update icon Check for updates

A Case Study of Chinese EFL Teachers’ Identity Tensions: A Dialogical Approach

Chao Du Email Norhakimah Khaiessa binti Ahmad Email Halimah binti Jamil 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.vol15p17
Article History:
Received: 18 May 2025 | Accepted: 28 May 2025 | Published: 30 May 2025
Reviewer(s): Soheil Atashian, University of Nizwa, Oman; ORCID iD: https://orcid.org/0000-0002-8592-8902; Phone: +968 901 52 537.
Email: [email protected] Dr. Kabelo Ramolula, The National University of Lesotho, Lesotho; ORCID iD: https://orcid.org/0000-0003-3785-3720; Phone: +266 5878 1342.
Email: Email: [email protected]
Address for Correspondence: Chao Du, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang Selangor, Malaysia.
[email protected]
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