ISSN: 2581-8651

Journal of Humanities and

Vol-7, Issue-5, Sep-Oct 2025
Education Development
https://dx.doi.org/10.22161/jhed.7.5.7
Peer-Reviewed Journal
(JHED)

Research on the identity of pre-service English teachers

and its influencing factors
He Maola

Yangtze University, Jingzhou City, Hubei Province, China

Received: 13 Sep 2025; Received in revised form: 10 Oct 2025; Accepted: 14 Oct 2025, Published on: 19 Oct 2025
©2025 The Author(s). Published by TheShillonga. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract— To explore the experiences and influencing factors of identity construction among pre-service
English teachers, this study examined three pre-service English teachers enrolled in the second year of an
Academic English Master's program at a university. Employing semi-structured interviews combined with
multi-level coding data analysis, the research was conducted within a three-dimensional framework
encompassing professional identity, personal identity, and situational identity. Findings reveal that identity
construction among pre-service English teachers is a dynamic and complex multi-stage process, evolving
sequentially through role recognition, theoretical learning, practical exploration, and identity formation.
This process is shaped by both personal factors (teaching experience, professional competence, teaching
motivation) and external factors (significant others, institutional environment), with the influence of
“significant others” being the most pronounced. These findings offer practical insights for optimizing pre-
service English teacher training systems. However, the study acknowledges its limitation of a relatively short
time span, suggesting future research could track the identity development dynamics of pre-service teachers
after they enter the profession.

Keywords— Pre-service English teachers, Teacher identity construction, Teaching practicum, Influencing
factors

I. INTRODUCTION competencies. The dual nature of English as both a tool and

Against the backdrop of educational globalization and a humanities subject presents unique challenges for pre-

deepening reforms in English education, teacher identity— service English teachers' identity formation. They must not

as a core factor influencing teaching quality and only enhance both their linguistic expertise and pedagogical

professional development—has emerged as a research competence but also navigate the transition from “student”

hotspot in teacher education. The pre-service stage, serving to “teacher” through the interplay between theoretical

as a critical foundational period for teachers' professional learning and teaching practice.

growth, directly shapes future educators' sense of Existing research has explored the connotations and
professional belonging, teaching beliefs, and practical influencing factors of teacher identity from diverse

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Maola Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 7(5)-2025

perspectives. Among these, the three-dimensional from different academic backgrounds, this study aims to
framework proposed by Christopher Day et al., reveal the dynamic characteristics of identity construction
encompassing professional identity, personal identity, and among pre-service English teachers and clarify the
situational identity, provides crucial theoretical support for mechanisms of various influencing factors. This research
analyzing the multidimensional composition of teacher seeks to provide empirical evidence for optimizing
identity. Additionally, studies by domestic and international university English teacher education curricula and refining
scholars on the role of personal traits and external internship guidance systems, thereby facilitating smoother
environments in identity construction lay the foundation for professional identity construction and transition for pre-
this research. However, existing research still holds room service English teachers.
for further exploration regarding the details of identity
construction among pre-service English teachers in the
II. RESEARCH DESIGN
critical context of educational practicum, particularly
2.1 Research subjects and content
concerning the differences in identity experiences between
pre-service teachers with different educational backgrounds In response to our research question:
(English education majors versus non-English education （1） What are the pre-service teacher’s
majors). Educational practicum serves as a bridge experiences of teacher identity construction?
connecting theory and practice, representing a crucial stage
（2） What factors impact on teacher identity
where pre-service teachers confront real teaching scenarios,
construction?
encounter role conflicts, and undergo identity reshaping.
The subjects of this study were three pre-service
Systematically exploring the identity construction
English teachers enrolled in the second year of a Master's
experiences and their influencing mechanisms during this
program in Academic English at the same university.
process holds significant practical implications for refining
Among them, two had undergraduate degrees in English
teacher training models.
Education, while one had a degree in Business English. All
Based on this, this study focuses on the identity
participants were required to complete a three-month
construction process of pre-service English teachers during
teaching practicum at secondary schools. During this period,
their three-month secondary education practicum. The core
they engaged in subject teaching practice under the joint
research questions include: What identity construction
supervision of university mentors and school supervisors,
experiences do pre-service English teachers undergo during
undertaking tasks such as lesson preparation, classroom
their practicum? What key factors influence the formation
instruction, homework grading, and textbook research.
and development of their teaching identity? Through in-
Their basic information is presented in Table 1.
depth interviews with three pre-service English teachers
Table 1: Basic information of questionnaire survey participants

Whether there is internship/educational Educational

Research subjects Undergraduate institution and major
experience level

Second year in
Teacher training institution, Teacher
A Yes junior high
training English
school

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Maola Journal of Humanities and Education Development (JHED)
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Comprehensive university, Teacher Second year in

B Yes
education English high school

Comprehensive university, Business First year in

C No
English high school

2.2 Research subjects and content The two major dimensions of influencing factors are

The four dimensions and sub-dimensions of identity categorized into personal and external factors based on

construction in this study primarily reference Christopher existing literature, drawing on findings from Xie Shuhai

Day and Alison Kington's (2008) classification of English (2016), Wei Ge and Chen Xiangming (2015), Luebbers

teachers' professional identity, encompassing professional (2010), and others regarding identity construction

identity, personal identity, and situational identity. Their determinants. Personal factors include pre-service teachers'

theoretical framework is presented in Fig. 1. Professional own teaching motivation, teaching experience, and

identity refers to pre-service English teachers' professional competence. External factors primarily stem

understanding and perception of the profession, their from significant others encountered during practicum, such

positioning and assessment of their professional as practicum mentors, students, and fellow colleagues, as

competence development, including their beliefs about well as the work environment and atmosphere of the host

English teaching and their evaluation of their professional school.

knowledge (i.e., English language proficiency). Personal 2.3 Research methods

identity refers to the extent of commitment and behavioral This study primarily employs the interview method.
tendencies demonstrated by teachers during their practicum The process of constructing teacher identity is often
both inside and outside the classroom, as well as their self- achieved through narrative approaches such as descriptive
assessment of teaching management capabilities. recollection. Semi-structured interviews assist pre-service
Situational identity pertains to the support and assistance English teachers in recalling daily teaching experiences,
received from schools and mentor teachers, along with summarizing and reflecting on their work performance and
teacher-student relationships, experienced by pre-service role positioning. Furthermore, interviews validate, explain,
teachers during their educational practicum. and supplement findings from questionnaire surveys. While
questionnaires broadly outline changes in pre-service
English teachers' identity during their three-month
practicum, interviews delve deeper into analyzing the
dynamic shifts across different identity dimensions. The
interview content focuses on pre-service English teachers'
sense of identity and its influencing factors, while also
examining potential identity conflicts encountered during
practicum. The interview outline was designed with
Fig. 1. Research framework reference to Xun Yang's (2012) interview questions for a
survey on high school English teachers' identity formation.
It primarily focuses on changes in pre-service English

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Maola Journal of Humanities and Education Development (JHED)
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teachers' professional identity, subject identity, personal encountered during the internship, issues identified in
identity, and situational identity. Modifications were made teaching practice and their perspectives on these issues;
based on the research subjects and the educational conflicts and contradictions in role positioning; and the
practicum context, resulting in a final set of 11 interview extent to which various factors influence English teaching
questions. Specific interview questions include the degree practice during the internship.
to which student teachers identify with their professional 2.4 Research process
roles and their sense of professional belonging; their
Based on the objectives and research design of this
understanding of English teaching and learning; reflective
study, three pre-service teachers were selected for in-depth
evaluations of their commitment to teaching work; and their
interviews. Detailed interview information is presented in
perceptions of the school's organizational environment.
Table 2.
They also cover the primary difficulties and pressures
Table 2: Interview information

Interviewer Respondent Internship Interview Interview Duration

targets time location

Wang A Eighth grade 2024.9.5 Playground 36 Mins

He B 11th grade 2024.9.5 Playground 35 Mins

Liu C 10th grade 2024.9.5 Dormitory 38 Mins

Each interview lasted approximately half an hour. The III. ANALYSIS AND DISCUSSION
researcher invited participants to recall their internship 3.1 Pre-service English teacher identity
experiences, answer questions from the interview outline,
3.1.1 Professional identity
and, with informed consent, recorded the sessions and
The category “Mission and Responsibilities of English
transcribed them into verbatim transcripts. For data analysis,
Teachers” refers to respondents' understanding and
this study employed a multi-level coding approach to
perception of the duties and mission-based responsibilities
examine changes and characteristics in pre-service teachers'
associated with the role of an English teacher. “Role
identity construction during educational internships, as well
Adjustment” denotes the potential shifts in identity that pre-
as potential identity conflicts faced by pre-service English
service English teachers may encounter during their
teachers. When reviewing the interview transcripts, the
practicum (e.g., transitioning from student to teacher
author adopted the perspective of the research subjects to
identity), the fatigue experienced when juggling different
identify representative, emotionally charged expressions.
role-based tasks (such as subject teaching duties and
These raw examples were then semantically summarized
homeroom teacher responsibilities), as well as situations
and categorized into primary codes, further grouped into
where role identities lack clarity and presence. “English
secondary conceptual categories, and ultimately elevated to
Language Proficiency” encompasses “Oral Expression” and
tertiary codes: professional identity, personal identity, and
“Subject Knowledge.” “Oral Expression” refers to pre-
situational identity.
service English teachers' ability to communicate in English
during teaching practice. “Subject Knowledge” denotes pre-

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Maola Journal of Humanities and Education Development (JHED)
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service English teachers' mastery of the English subject

matter appropriate for the grade level they will teach. The
encoding information is shown in Table 3.

Table 3: Partial encoded information on professional identity

Level 3 encoding Level 2 encoding Level 1 encoding Original example sentence

The mission and I believe a good teacher keeps up with the times, pays

Professional values responsibilities of an attention to students, and is full of passion. （B）

English teacher

It won't be like before, where being full of ideals was

Professional Character adjustment itself an idealized state. To view teachers in that way is

belonging to indulge in wishful thinking. （B）

Professional
Focus on students and approach teaching from their
identity:
English teaching Understanding of perspective, maintaining a fresh perspective on
Understanding of
philosophy English teaching instruction and adapting teaching methods according to
values, sense of
the subject matter. （B）
belonging, and
understanding of Spoken expression Oral expression requires contextual simulation and

teaching practice. （B）

English language Corpora have transformed my teaching philosophy,

proficiency Subject knowledge while discourse analysis has given me a clearer

understanding of the content I teach, enabling a more
meticulous refinement of teaching materials and
methodologies. （B）

3.1.2 Personal identity “Professional conduct evaluation” encompasses “teaching

“Task Completion Rate” refers to the level and extent competency” and “practicum performance.” “Teaching

to which pre-service English teachers fulfill their duties and competency” denotes the pre-service English teacher's

complete assigned tasks during their teaching practicum. assessment and reflection on their instructional abilities

“Self-directed learning and seeking assistance” refers to the during the practicum; “practicum performance” refers to the

extent to which pre-service English teachers proactively pre-service English teacher's evaluation and perspective on

engage in professional learning or seek guidance from their own behavioral and work performance throughout the

others when encountering challenges during their practicum. practicum period. And the encoding information is shown
in Table 4.

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Table 4: Partial encoded information on personal identity

Level 3 encoding Level 2 encoding Level 1 Original example sentence

encoding

Work Commitment: Task completion There weren't many opportunities to attend classes during
Enthusiasm and rate the internship; I only attended one session. （B）
dedication toward
Personal identity:
internship work Self-directed Will ask peers, teachers, or look online to solve the
Commitment to
learning problem. （B）
teaching and
related Professional Teaching Through practical experience, I have come to recognize
professional behavior evaluation: competence some shortcomings in my teaching approach. （B）
behavioral Assessment of
Internship Through the internship, I enhanced my diverse skills.
tendencies internship
performance （B）
performance

3.1.3 Situational identity teachers, such as classroom observation opportunities and

“Sense of organizational support” encompasses teaching research discussions. “Support and guidance from

“guidance and learning opportunities provided by the mentors and colleagues” refers to professional guidance and

school” and “assistance and guidance from mentors and assistance provided to pre-service English teachers by

colleagues.” “Guidance and learning opportunities provided mentor teachers and other subject group teachers. “Teacher-

by the school” refers to professional growth opportunities student relationships” includes “average relationships” and

offered by the practicum school to pre-service English “harmonious relationships.” And the encoding information
is shown in Table 5.

Table 5: Partial encoded information on Situational identity

Level 1
Level 3 encoding Level 2 encoding Original example sentence
encoding

Situational Guidance and

Sense of My internship supervisor has been very supportive,
identity: Support learning
Organizational encouraging me to teach using my own ideas without
and assistance opportunities
Support: Assistance imposing restrictions, and giving me considerable
from the provided by the
and support freedom to explore. （B）
internship school, school
provided by teachers
relationships with Guidance
at the internship Each teacher has a different teaching focus and their own
supervising provided by
school, parents, unique teaching philosophy, and there is something
teachers and mentors and
elders, and others. worthwhile for me to learn from each of them. （B）
students colleagues

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Teacher- student My relationship with students is generally average.

relationship: The Sometimes, even when I put in the effort, I don't see
Relationship is
relationship with results—the students play a crucial role too. If they don't
average
students, as well as receive feedback on their learning, they can become
the attitude and discouraged. （B）
feelings toward
I get along quite well with my students, and they are very
interacting with Get along well
supportive of me. （B）
them.

3.2 Factors influencing pre-service English All three teachers mentioned in the follow-up
teachers' identity formation interviews that one reason they chose to become English

3.2.1 Personal factors influence pre-service teachers was their solid English proficiency.

English teachers' professional identity “I chose to become an English teacher because I have

Upon entering the practicum setting, the identity more to rely on in this area; this profession aligns with my

construction of pre-service English teachers is influenced major.” (Teacher A)

by their teaching experiences, encompassing both prior “After all, I majored in English, so I have some
teaching history and experiences gained during the foundation, which makes me feel I have the capability to be
practicum. Conducting practicum classes is a major task an English teacher.” (Teacher B)
every pre-service English teacher must complete. Through “I believe my language knowledge is sufficient for
repeated teaching practices, pre-service teachers generate teaching high school English.” (Teacher C)
new pedagogical insights and reflections. Pre-service
Teaching competence influences pre-service English
teachers accumulate practical teaching experience during
teachers' evaluations of their own professional conduct.
their practicum. Through repeated practice, they generate
Teacher B remarked in the second interview:
fresh insights and reflections on teaching, which
“During my first class, I followed the PWP model (pre-
significantly contributes to enhancing their instructional
reading; while-reading; post-reading) step by step as taught
proficiency. One teacher mentioned in an interview: “The
in school. Yet I wasn't sure how to refine and implement it
first time I stood at the front of the classroom, I felt I had
more effectively. While preparing, I often felt helpless.
some semblance of a teacher. Overall, it went reasonably
Ultimately, the teaching outcomes were unsatisfactory,
well. Subsequent lessons saw me grow increasingly
leaving me quite disappointed.”
proficient, with my classroom management skills
improving significantly. I not only learned to control the 3.2.2 External factors exert a significant
pacing of a lesson but also effectively managed student influence on the construction of identity
discipline.” As teaching practice experience accumulates, In the study, the author found that while both pre-
pre-service teachers enhance their ability to manage English service teachers chose English teaching because it aligned
classrooms. with their own English proficiency, the support of those
around them also played a significant role. Their motivation
to pursue English teaching stemmed primarily from external
factors, including their recognition of the advantages

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Maola Journal of Humanities and Education Development (JHED)
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inherent in the teaching profession and their own knowledge to real-world teaching contexts. Identity
professional limitations. From Teacher A's interview, it Formation Stage: Through teaching practice, pre-service
became clear that the stability of working within the system teachers start to develop a sense of identity with their role
was seen as a major draw of the teaching profession. When as educators.
explaining their choice to become a teacher, Teacher A even 2. The construction of pre-service English teachers'
quoted a popular online phrase that best reflects the job- professional identity during educational internships is
seeking orientation of young graduates today: “The end of influenced by both personal and external factors.
the universe is a permanent position.” This indicates that
Personal factors include teaching experience,
pre-service teachers highly value the stability of the
professional competence, and motivation for teaching,
teaching profession. Furthermore, the relationship between
while external factors encompass significant others and the
teachers and students directly impacts teachers' work
school environment.
morale and experiences, making the construction of pre-
Analysis indicates that the factor of “significant others”
service teachers' identities inextricably linked to teacher-
exerts the most pronounced effect on pre-service English
student dynamics. Teacher B stated in the interview: "I think
teachers' identity construction, followed by professional
what motivated me to want to become a teacher was, well,
competence, school environment, teaching motivation, and
interacting with students and the influence of role models
teaching experience.
among the teachers around me. Then, during my practicum,
my relationship with students was, well, okay—just average. Overall, the experience of pre-service teachers in

I dreaded teaching them. This might stem from a gap constructing their professional identity is an ongoing
between my expectations of students and their reality." This process of exploration, learning, and growth. They

demonstrates that the teacher-student relationship is also a encounter various challenges and difficulties but also gain
crucial factor in shaping teacher identity. development and progress through these experiences.
Through this journey, they gradually clarify their
educational philosophy and teaching methods, forming their
IV. CONCLUSIONS AND IMPLICATIONS
unique teaching style.
1. The process of constructing teacher identity is
Additionally, this study focuses on the impact of
dynamic and complex, involving exploration and growth
educational internships on pre-service English teachers'
across multiple stages and dimensions.
identity construction, with a relatively short time span.
Role Perception Stage: Before embarking on their During this period, teachers' sense of identity may
teaching career, pre-service teachers first develop an initial experience temporary fluctuations and instability, thus only
understanding of the teaching role. This typically stems representing identity construction during the internship
from their educational background, family influences, phase. Consequently, the study lacks sufficient attention to
societal perceptions, and personal expectations of the the subsequent professional identity development of pre-
teaching profession. Theoretical Learning Stage: Pre- service English teachers.
service teachers receive systematic instruction in
educational theory and teaching methodologies at
universities or teacher training colleges. Practical
Exploration Stage: During internships or educational
placements, pre-service teachers begin applying theoretical

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