Becoming Teachers at the Margins: Local Teacher Identity in Chinese Internationalized Schools(CIS)

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 03: Teachers’ Lives, Identities, and Journeys Virtual Poster Session

Abstract

This study investigates how local Chinese teachers construct their identities within the contexts of Chinese Internationalized Schools (CIS) , a mixture of western and Chinese curricular and school culture. A qualitative methodology was employed, utilizing purposive sampling, semi-structured interviews, and thematic data analysis to explore both personal and professional identity dimensions. Personally, teachers in CIS demonstrated strong alignment among their ideal, ought, and actual selves, despite facing challenges related to stability and social status. Professionally, their identities are shaped by: teaching role, teacher-student relationships, navigating between culture and community networks. Findings emphasize the need for clearer standards and institutional support to foster teacher identity development and well-beings in CIS.

Author

• XIAOLU BAI, University College London - IOE