The identity positioning dynamics of an EFL pre-service teacher engaged in a Chinese Lesson Study

Purpose Chinese Lesson Study (CLS), characterized by a collectivist cultural tendency, presents distinct challenges for individual teacher development. This study investigates how an EFL preservice teacher positions herself within CLS interactions to achieve professional growth. Design/methodology/approach This qualitative case study, drawing on positioning theory, utilizes data from semi-structured interviews, observations and reflective journals to examine the process of identity positioning of an EFL preservice teacher, Anna, within the context of CLS. Findings This study identifies three distinct identity positions adopted by Anna: proactive teaching learner, critical observer and teacher–researcher. By analyzing the storylines associated with these positions, this study elucidates how Anna strategically navigates her positions and engages in learning throughout her CLS experience. Moreover, this study highlights the significant impact of power dynamics, shifts in reflective stances, and the influence of emotions on shaping identity positioning and position transitions. Originality/value By applying positioning theory to CLS, this study reveals the ways in which power relations, reflection and emotions contribute to the development of preservice teacher identity through the delineation of key identity positionings and their associated storylines.