Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study

Abstract

This longitudinal study explores how teachers construct their teacher identity in intercultural contexts. In this study with three Chinese language teachers, reflective journals, oral narratives, and interviews were primary sources of data. Additionally, teachers’ storylines were utilized to provide additional information regarding participants’ identity development. The findings reveal that the construction of teacher identity involves an ongoing process that transforms through social practice. Through dealing with challenges and conflicts arising from the teaching and socialization process, teachers reassemble their teacher identity and develop professionally. The experience of teaching overseas enables CFL teachers to develop a more agentic identity.