Doing research is not beyond my reach: The reconstruction of College English teachers' professional identities through a domestic visiting program

This study explores the trajectories of Chinese College English teachers' identity reconstruction throughout a domestic visiting study program. Three teachers in a one-year program were followed and data were collected through interview and observation. Analysis shows that a research dimension was either activated or reinforced in their professional identities. Three distinctive trajectories of development were identified: from 'unreconciled dreamer' to 'fulfilled research practitioner', from 'passive adapter' to 'agentic researcher-teacher', and from 'invisible layperson' to 'confident teacher-researcher'. The reconstruction of their professional identities is explained in relation to the interplay between personal factors and the mediating context reified by the program. (c) 2022 Elsevier Ltd. All rights reserved.

Automated summary

This study explores the trajectories of Chinese College English teachers' identity reconstruction throughout a domestic visiting study program. Three teachers in a one-year program were followed and data were collected through interview and observation. The study found that a research dimension was either activated or reinforced in their professional identities. Three distinctive trajectories of development were identified: from 'unreconciled dreamer' to 'fulfilled research practitioner', from 'passive adapter' to 'agentic researcher-teacher', and from 'invisible layperson' to 'confident teacher-researcher'. The reconstruction of their professional identities is explained in relation to the interplay between personal factors and the mediating context reified by the program.