Imagined versus practiced professional identity development: a multimodal (inter)action analysis of a Chinese novice english teacher

Abstract The journey from a novice to an established educator is fraught with challenges that significantly impact the development of a professional identity. This study examines the experiences of novice university English language teachers in China, focusing on Caroline, an early career teacher who navigates the challenge of navigating a high power culture and integrating into established teaching communities. Employing Multimodal (Inter)action Analysis (MIA), this research offers a nuanced examination of the interplay between Caroline’s imagined and practiced identities. The findings reveal the complexities of her identity formation, highlighting struggles with exclusion, resistance from senior colleagues, and the reconciliation of her aspirations with professional realities. The study advocates for a comprehensive approach to teacher training and support, emphasizing the need for emotional resilience, personal growth, and the integration of theory with practice. It suggests targeted mentorship, the creation of supportive ecosystems, and the adaptation of educational policies to better prepare novice educators for the multifaceted challenges of the teaching profession. This case study contributes to the global discourse on teacher identity formation, offering insights that can inform the development of more effective support structures for novice teachers, thus enhancing the quality of education.