Constructing Teacher Identity: A Constructivist Study of Chinese Pre-Service English Teachers’ Professional Development
DOI:
https://doi.org/10.37134/jrpptte.vol15.2.3.2025Keywords:
constructivist theory, identity development, pre-service English teachers, teacher professional identityAbstract
This study examines Chinese pre-service English teachers’ professional identity construction in a four-year undergraduate teacher education program at a private university. Framed within constructivist theory, the research examines how identity develops through cognitive, emotional, and behavioral aspects of teaching. A qualitative research design was employed, involving in-depth, semi-structured interviews with twenty final-year pre-service teachers. Data were collected in two stages, focusing first on academic development and then on practicum experiences. All interviews were conducted in Mandarin, transcribed, and thematically analyzed. The findings reveal a four-phase journey of identity development, with identity construction beginning at program entry through foundational coursework and evolving through simulated teaching, classroom practice, and guided reflection. Emotional engagement and social validation emerged as critical drivers of identity consolidation. The study highlights how identity formation is recursive, shaped by both motivation and feedback. It also emphasizes the unique challenges faced by non-native English-speaking student teachers in navigating linguistic legitimacy and self-efficacy. The findings carry significant implications for teacher education, suggesting the need for early reflective scaffolding, emotionally responsive mentoring, and identity-focused curricula. By foregrounding the lived experiences of Chinese pre-service English teachers, this study contributes to a more holistic understanding of teacher development in EFL contexts and supports more inclusive approaches to teacher preparation.
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