Narrative Inquiry of a Chinese EFL Student Teacher’s Professional Identity Development through Practicum

Abstract

This paper reports a narrative study of a Chinese EFL student teacher's professional identity development before, during, and after the teaching practicum. The data collection includes in-depth interviews, documents, and observations. By providing a rich and detailed description of Li Ping's experiences, this research offers valuable insights into the current landscape of professional identity development among Chinese EFL student teachers. Viewed through the lens of teacher socialization, the findings reveal distinct professional identities assumed by Li Ping at different stages of her journey: an expectant and anxious learner before the practicum, an exhausted and frustrated class manager, an ambivalent observer, an earnest apprentice, a nervous debutant, and a reflective practitioner during the practicum, and a determined prospective teacher after the practicum. The narrative story of Li Ping suggests that she experienced a dynamic professional identity development over time through continuous negotiation, adjustment, and reflection at different stages of the practicum. In addition, this paper proposed applicable suggestions for educational institutions, placement schools, as well as student teachers. By incorporating these insights, future teacher education programs can better equip aspiring educators to navigate the complexities of their professional identity development, ultimately bolstering the effectiveness of EFL teacher preparation in China.