Positioning, power, and identity transformation among English teachers in Chinese private universities: a narrative inquiry.

ABSTRACT:

Introduction

Although language teacher identity has been widely examined in public university contexts, relatively little is known about how teachers in resource-constrained private institutions navigate role ambiguity and emotional strain. This study aims to investigate how English teachers at a private university construct and transform their teacher identities over time within structural and discursive constraints.

Methods

This study utilized qualitative methods and a narrative inquiry across a multiple case study framework. Data were collected from three English teachers through semi-structured interviews, classroom and meeting observations, and netnographic methods. This study traced the pre-positioning, negotiated positioning, and performed positioning of identity cons

SUBMITTER: Jin Q 

PROVIDER: S-EPMC12833011 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature