Investigation of the Novice TCSOL Teacher Identity Construction Via Dynamic Systems Model of Role Identity

Abstract

This qualitative case study investigates the identity construction of novice language teachers in Teaching Chinese to Speakers of Other Languages (TCSOL) within Thailand. Framing teacher identity as a complex dynamic system, the study employs the Dynamic Systems Model of Role Identity (DSMRI) to explore how these teachers (re)define and (re)negotiate their identities. Data were collected via unstructured and semi-structured interviews and focus group discussions, using metaphors to prompt participants to reflect on the questions. Analyzing participants’ beliefs, goals, self-perceptions, and perceived action possibilities across various role identities, the study finds they remain in a continuous ‘learner’ state and experience shifts from idealism to realism in their professional views. The study highlights a misalignment between the current TCSOL practicum format and actual teaching practice, hindering professional development and identity construction.Furthermore, novice TCSOL teacher identity is significantly influenced by the social and political contexts and reinforced through organizing cultural activities. Participants hold beliefs and goals extending beyond language teaching, emphasizing the mutual impact of personal behavior on national image and international relations.The paper calls on the Chinese academic community to increase its focus on empirical research on (TCSOL) teacher identities. This research contributes to addressing the gap in studies on teacher identity in regions such as Asia and explores the identity construction of transnational foreign language teachers beyond English.