A Qualitative Case Study on the Professional Growth Experiences of University Wushu Teachers: Analysis Based on Multiple Cases and Grounded Theory

Against the backdrop of higher education reform and the revival of traditional national culture, the role of university Wushu teachers is transitioning from a "single role" to that of a "multifaceted scholar". This study employed a qualitative multiple-case method, conducting in-depth interviews and classroom observations with five Wushu teachers of diverse backgrounds at H University to reveal the characteristics of their professional growth. The research found that the growth of university Wushu teachers is a complex, multidimensional, and stage-based process accompanied by identity reconstruction and value translation. Their growth path progresses from initial adaptation to exploration and then to integration and maturity, with interdisciplinary knowledge integration serving as a key driving force. The modern translation of "martial ethics" education expands the value of curriculum-based ideological and political education. The study recommends that universities establish personalized teacher development support systems, strengthen interdisciplinary training, facilitate integration into academic communities, and optimize evaluation systems to promote the comprehensive development of Wushu teachers.