Problematizing teaching competition for student teachers’ professional identity formation: A Dynamic-System-Model-of-Role-Identity perspective

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Abstract

Teaching competitions are widely used to support teacher development in China, but their effectiveness remains unclear. This study explored how competitions influence student teachers’ professional identities. Data from focus groups with 15 student teachers and interviews with five advisors were analyzed using the Dynamic Systems Model of Role Identity. Results showed that competitions help develop a learner identity but also promote a competitive role, which limits the transition into a teacher identity due to differences between competition and classroom teaching. Additionally, the competitive focus restricts critical learning opportunities, hindering growth. The study recommends that policymakers, organizers, and educators use teaching competitions more thoughtfully to better support teacher development.

Authors

• Yue Peng, The Chinese University of Hong Kong

• Wenting Zhou, The Chinese University of Hong Kong