Understanding EFL teacher identity and identity tensions in a Chinese university context

Abstract In the past few decades, teacher identity has been a popular topic in the field of English as a Foreign Language (EFL) teaching. As a construct that is socially constructed, teacher identity is influenced by situational contexts and is not fixed but multifaceted. While many studies have examined pre‐service and novice teachers’ identities, relatively fewer paid attention to experienced language teachers’ identities and the conflicts they may encounter. This study investigates one seasoned EFL teacher's multiple identities and the tensions that existed in her identity in a Chinese university setting. Data included a semi‐structured interview, class recordings, a stimulated recall, and artifacts such as the teacher's materials for classroom teaching. Findings demonstrated that the teacher practiced three sub‐identities in her teaching, namely, an English language teacher, a guide, and an academic advisor. Additionally, tensions within her identity as an English educator were identified, consisting of the popularity of technology‐driven tools in students’ English learning activities and the need to conduct research while not possessing sufficient research skills. The pedagogical insights generated underscored the importance of teachers’ agency and institutional support in resolving the tensions to facilitate experienced language teachers’ ongoing professional development and identity construction.