Emotion, Identity, and Institutional Power: A longitudinal Narrative Inquiry into Novice Teacher Experience Abroad

• In Event: Transnational Journeys: Identity, Power, and Commitment in Teaching

Abstract

Despite growing interest in language teacher identity, little is known about how novice teachers navigate institutional power and emotional challenges during overseas practica. This study addresses this gap by examining the longitudinal case of Hazel (pseudonym), a novice Chinese teacher from China on one year placement in New Zealand. Drawing on narrative inquiry and hybrid thematic analysis, the research integrates multimodal data to explore how Hazel made sense of her identity and emotion over time. Grounded in four interrelated theories across micro, meso, macro, and temporal levels, the study reveals that institutional norms, cultural dissonance, and emotional labour shaped Hazel’s evolving teacher identity. The findings highlight the critical role of institutional power dynamics in shaping emotional expression in transnational teaching.

Authors

• Yijing Wang, The University of Auckland

• Christine Biebricher, Auckland University

• Lawrence Jun Zhang, University of Auckland