Exploring Teachers’ Identity Formation in Shanghai: A Metaphorical and Temporal Lens

This study examines the formation of teacher identity within a metaphorical, sociological, and cultural framework, using a case study in Shanghai, an international metropolis, to explore how metaphors shape identity at various career stages, from elementary to senior high school. Thirty-two participants from different subjects and with varying years of teaching experience were recruited. Data were gathered through individual interviews and on-site visits, providing insights into teachers’ self-perception and identity construction. The research integrates personal reflections with broader social and cultural influences, offering an in-depth exploration of how teacher identity is formed in country-specific and urban context from a metaphorical and temporal angle. Using a discourse-centered text analysis approach, the study uncovers the “representational meaning” in teachers’ narratives, revealing that teacher identity evolves over time, with distinct dynamics at each career stage. The study concludes that tailored strategies are necessary for each stage of teacher development.