The Self-Development Trajectory of Chinese as a Foreign Language Teacher Identity Construction in Australia

This exploratory-interpretive case study explores the process by which Chinese as a foreign language (CFL) teachers construct their professional identity through self-development in the multicultural context of Australia. Aiming to fill a gap at the intersection of teacher identity and professional development, insights are drawn from six in-depth interviews with two first language (L1) CFL teachers. Using a triple theoretical framework of self-concept, dialogical self, and self-realization, thematic analysis reveals a multi-stage trajectory of identity construction: grounded in a culturally shaped self-concept, negotiated through emotional and pedagogical adaptation, and ultimately realized through intrinsically motivated, competency-aligned professional practices. The findings also reveal framework-consistent strategies that promote the development of fundamental and advanced competencies, and emphasize the roles of personal motivation and situational adaptability in identity construction. Overall, this study proposes a theoretically grounded model of self-development for CFL teachers and provides practical insights for integrating identity exploration, emotional regulation, and teaching autonomy into language teacher education.