Chinese High School EFL Teacher Identity Reconstruction via the Use of New Textbooks

Teacher identity reconstruction plays a key role in the successful implementation of educational reforms in the field of second and foreign language teaching. Most of the previous studies have explored this process on the tertiary level and with beginning teachers via the implementation of new teaching approaches, media, and content. However, few studies have examined experienced high school language teachers’ identity reconstruction in educational reforms. Studying experienced teacher growth is crucial to helping tailor professional development programs to meet teachers’ evolving needs. The present study reports language teacher identity reconstruction through a multiple-case study of three experienced Chinese high school English teachers during the use of a new set of English textbooks. The findings show that experienced teachers can reconstruct their identities with different degrees of readiness as a result of their previous identities and varied individual agency exercised through teacher learning, reflection and engagement in practice motivated by understanding of their current identities and positioning of imagined identities. Cognitive and emotional support from colleagues and a mentor were also found to play a significant role in the process. The findings have implications for both teacher development and implementation of educational reforms in the field.