Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study

This longitudinal study explores how teachers construct their teacher identity in intercultural contexts. In this study with three Chinese language teachers, reflective journals, oral narratives, and interviews were primary sources of data. Additionally, teachers' storylines were utilized to provide additional information regarding participants’ identity development. The findings reveal that the construction of teacher identity involves an ongoing process that transforms through social practice. Through dealing with challenges and conflicts arising from the teaching and socialization process, teachers reassemble their teacher identity and develop professionally. The experience of teaching overseas enables CFL teachers to develop a more agentic identity. • The development of teacher identity as an ongoingand dynamicprocess that transforms through social practice. • Teaching overseas presents a unique opportunity for teachers to refine their identities and facilitate their professional development. • Through exploring their professional and personal identities in a new context, teachers gained a more nuanced and multifaceted sense of self. • Foreign language teachers, including novices as well as experienced teachers, are recommended to have the opportunity to learn in an intercultural environments.