On Identity Development Of Volunteer English Language Teachers

Language teacher identity has received growing attention in the field of teacher education.However,few studies have examined the identity development of teachers who enter the teaching profession through uncommon pathways,such as short-term volunteer teaching programs.Among the studies on volunteer teachers,most focus on those working in the US or Europe,and little is known about the identity development of volunteer teachers in China.To address this gap,the study aims to explore the identity development of four English language teachers working in rural primary schools in Yunnan province recruited by Teach For China(TFC),and how various factors influenced their identity development as well.Guided by an integrated theoretical framework,namely identity-in-discourse,identity-in-practice,and identity-in-activity,this qualitative case study investigates the identity development of volunteer teachers through two rounds of in-depth semistructured interviews,17 teaching journals and 17 reflective journals.Data analysis indicated that four participants’ initial identities were relatively positive.However,they gradually formed three different identity development trajectories,namely identity renegotiation,identity evolution,and identity sustainment.Data also showed that teachers’ identity development was influenced by their activity systems.Teacher identity development was impeded by the limited English ability of local students,the low status of English in placement schools,and ingrained exam-oriented ideology,while it was positively mediated by strong commitment and the exercise of agency.The study adds to the knowledge of the identity development of volunteer teachers and influencing factors.It also provides implications for alternative teacher recruitment programs and administrators of placement schools and makes suggestions for program teachers.