‘I guess I Am what they call a ‘Fo Xi’ teacher’: narratively understanding the images of a novice L2 teacher

Drawing the notion of ‘teacher image’ from the concept of personal practical knowledge, this study investigates the professional identity and pedagogical practices of a novice L2 teacher in China. Employing a narrative inquiry approach, the research delves into the interplay between the teacher’s personal experiences and her educational strategies. Through narrative interviews and reflective journal entries, it is revealed that the teacher’s identity as a ‘Fo Xi’ or ‘laid-back’ teacher, characterised by a progressive, step-by-step teaching approach, significantly shapes her educational practices. The findings highlight the pivotal role of a progressive mindset and reflective practices in addressing classroom challenges and advancing pedagogical methods. The findings also provide meaningful contribution to the existing literature by providing teacher accounts from a non-native English context, with a special focus on novice language teachers, an under-explored area in language teacher education. This study advocates for integrating reflective narratives into teacher training programmes to enhance novice teachers’ adaptability and reflective skills. While recognising its limitations as a single case study, this study calls for further research with diverse teacher populations to further explore these insights across varied educational settings.