Teacher identity trajectories in out-of-field English teaching: a comparative case study in a rural primary school in central China

This qualitative study examined the experiences of two Chinese language teachers who were assigned to teach English out of field in a rural primary school in central China. Drawing on three rounds of interviews and teaching-related documents collected across one academic year, the analysis identified different identity trajectories, reflected in changes in the teachers’ emotional experiences, pedagogical approaches, and self-perceptions. Fang, a mid-career teacher with prior OOFT experience, gradually incorporated English teaching into her professional development and broadened her existing moral orientation towards helping rural pupils engage with a wider world. Hong, a novice teacher, became more adapted to English teaching but continued to position herself primarily as a Chinese language teacher. Across the school, shared OOFT experience also supported the development of an informal, whole-school community of practice through which teachers collectively managed unfamiliar teaching demands. The findings highlight the need for career-stage-sensitive and identity-responsive support for OOFT teachers, alongside more sustained professional and staffing support in under-resourced schools across different national contexts.