This qualitative case study investigates identity development among four Chinese pre-service EFL teachers during their teaching practicum through the lens of Possible Selves Theory and Identity Conflict Theory. Findings highlight the dynamic, context-dependent nature of teacher identities, emphasizing the pivotal role of core identities in influencing emotional experiences, professional actions, and career intentions. The study identifies three distinct identity trajectories: identity withdrawal due to constrained agency and limited support; negotiated reconstruction enabled by reflective adaptation; and ideal identity expansion in supportive contexts. A dynamic model of identity development is proposed, recommending structured support from teacher education programs to help pre-service teachers recognize core identities and navigate diverse practicum contexts, promoting sustainable professional growth.
Wu et al. (Fri,) studied this question.