A Journey to a Pioneer: Exploring Identity Transformations of a Rural Chinese EFL Teacher from a Social Ecological Perspective – An Autoethnographic Study

Teacher Identity

Extensive research in educational literature has delved into the multifaceted concept of teacher identity over the years (Richards, 2021). Teacher identity is characterized as the self-perception and professional role that teachers adopt within their classrooms and schools. It is acknowledged as a dynamic, complex construct, often marked by contradictions and struggles (Norton, 2013; Wang & Yazan, 2024). Teacher identity formation is intricately linked to three pivotal dimensions: cognition, socialization, and emotion. Cognition encompasses the intellectual facets of teaching, including a teacher’s beliefs and wisdom. The journey to becoming a teacher also involves a process of socialization, wherein teaching practices contribute to shaping one’s self-conception as a teacher. Thus, interactions with others, including students, colleagues, and school leaders, play a pivotal role in molding and reshaping a teacher’s identity (Hiver & Whitehead, 2018). Furthermore, teaching is inherently emotional, involving a spectrum of complex emotions, tensions, and challenges (Bowen et al., 2021). Throughout the process of teacher identity development, teachers’ cognition and emotions undergo challenges, leading to conflicts and transformations (Yuan & Lee, 2014), and it is an ongoing interaction between teachers and their work environment, characterized by cognitive and emotional exchanges with elements in their surroundings (Nazari & Karimpour, 2022). This study explores the identity transformation marked by the changes in cognition, socialization, and emotion.

Factors Influencing Teacher Identity Formation

Teacher identity is a nuanced and multifaceted construct shaped by the interplay of personal, contextual, and professional factors. It reflects teachers’ evolving sense of self, influenced by their experiences, roles, and beliefs, and ultimately shapes their teaching practices and professional trajectories (Li et al., 2020; Buchanan, 2015). Pennington and Richards (2016) identify three primary dimensions that contribute to teacher identity development: personal, contextual, and professional. These dimensions interact dynamically, shaping how teachers perceive their roles, navigate challenges, and pursue professional growth.

Personal experiences are fundamental to the development of teacher identity. Significant life events, such as career milestones, family influences, and personal adversities, can profoundly impact teachers’ values and beliefs. Meijer et al. (2009) argue that such experiences lead to transformations in how teachers perceive their responsibilities and sense of self over time. For instance, Ye and Zhao (2018) highlight how family background and early educational experiences inform teachers’ expectations for their students and their broader pedagogical approaches. These studies underscore the dynamic nature of teacher identity, emphasizing that it evolves as individuals encounter new challenges and opportunities throughout their careers.

The sociocultural and institutional contexts in which teachers operate significantly influence their professional identities. School culture, leadership styles, and institutional policies shape how teachers perceive their roles and responsibilities (Zavelevsky & Lishchinsky, 2020). These influences are particularly pronounced in rural education settings, where geographic isolation, limited resources, and entrenched societal expectations create distinct challenges. For example, rural teachers often lack access to ongoing professional development, supportive networks, and modern teaching materials (H. Liu et al., 2021). Additionally, societal expectations often position rural teachers as community leaders, placing unique pressures on their professional and personal roles (Crossley et al., 2017). These contextual factors not only influence teachers’ daily practices but also complicate their efforts to balance professional ambitions with community obligations.

Rural EFL teachers face a distinct set of challenges that further shape their professional identities. These include mismatched curricula that fail to address students’ practical linguistic needs and limited exposure to English in students’ daily lives (Pennington & Richards, 2016). These issues are often exacerbated by resource shortages, such as outdated teaching materials, and the lack of professional training opportunities tailored to the rural context (H. Liu et al., 2021). Furthermore, rural EFL teachers frequently take on additional roles beyond the classroom, serving as cultural mediators and advocates for linguistic diversity. This dual responsibility complicates their professional growth and identity development, as they must navigate not only pedagogical demands but also broader societal expectations.

Despite these challenges, rural EFL teachers often exhibit resilience and adaptability. Many draws on intrinsic motivation and creative problem-solving to overcome resource constraints and align their teaching practices with students’ diverse needs. However, existing research rarely examines how individuals interact with the structural constraints of rural education to shape identity development. This underscores the need for more longitudinal and context-specific studies to explore how rural EFL teachers adapt and thrive in such challenging environments.

While prior research has extensively explored factors influencing teacher identity formation, it has often generalized findings across different educational contexts, overlooking the distinct sociocultural and professional constraints faced by rural EFL teachers. Furthermore, existing studies predominantly adopt cross-sectional approaches, offering only a snapshot of identity formation rather than capturing its dynamic, longitudinal evolution. For example, Fogle and Moser (2017) highlight the transformative nature of teacher identity but call for deeper investigations into the contextual and temporal dimensions of this process. Addressing these gaps requires a focus on how rural EFL teachers navigate their unique ecological contexts to achieve personal and professional growth.

Building on the first researcher’s 8 years of teaching experience in rural schools, this study aims to explore the longitudinal process of teacher identity transformation in rural education. This approach not only highlights the dynamic interplay between personal qualities and contextual influences but also sheds light on the lived experiences that underpin identity transformation within the unique constraints and opportunities of rural educational environments.

Theoretical Framework

Social Ecological Model

The original Social Ecological Model (SEM), initially conceived to elucidate a child’s biological and psychological development (Bronfenbrenner, 1979), has undergone adaptation and expansion to comprehensively fathom the intricate interplay of personal and environmental factors shaping behavior across diverse fields. Researchers spanning various disciplines, from economics (Schlüter et al., 2017) to public health (McCormack et al., 2017; Sharma et al., 2019), and education (Zavelevsky & Lishchinsky, 2020), have tailored and refined Bronfenbrenner’s model to suit their specific contexts and research goals.

Figure 1 illustrates common subsystems, providing a framework to articulate social constructs between novice rural teachers and their environment. These interconnected subsystems mutually influence one another, reflecting the dynamic and multi-layered processes involved in rural teacher identity development. Within the study context, Figure 1 delineates novice teachers’ development across five layers. The individual layer encapsulates characteristics such as gender, age, and professional qualifications, which form the foundation of personal identity. The interpersonal layer delves into relationships within close circles, including family, peers, and students, shaping emotional connections and collaborative opportunities. The organizational layer entails interactions with school administration, highlighting the institutional supports and challenges that influence professional roles. The community layer describes connections with students’ families and the broader rural context, emphasizing teachers’ roles as community participants and cultural mediators. Finally, the policy layer encompasses socio-cultural aspects within the rural teaching environment, including local rules, regulations, and norms that collectively shape the unique fabric of rural teacher identity (McCormack et al., 2017; Sharma et al., 2019).

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Figure 1.

The social ecological model (This figure is licensed under the Creative Commons Attribution-Share Alike 4.0 International license (https://commons.wikimedia.org/wiki/File:Diagram_of_the_social-ecological_model.png).

This study employs the SEM framework to investigate the distinctive features of ecological school culture within rural contexts, focusing on the lived experiences of a rural EFL teacher. The research explores how teachers achieve professional growth and develop their identities by interacting with interconnected ecological layers in resource-constrained environments. By contextualizing the SEM within rural educational settings, this study highlights how rural teachers navigate challenges and leverage opportunities inherent in their unique teaching contexts.

In summary, while numerous studies have examined the factors influencing novice teacher retention and attrition, few have adopted a holistic perspective that integrates the full spectrum of these factors. Moreover, limited research has illustrated how teachers actively interact with these ecological elements to achieve professional growth. This study bridges that gap by offering a comprehensive and dynamic analysis of rural teacher identity development through the lens of the SEM. By uncovering the multi-layered processes that shape professional growth, the study contributes valuable insights for creating supportive environments and addressing the challenges of rural education systems.

Onion Model

Reflection is an indispensable element in professional development. Teachers regularly reflect on their experiences with the aim of improving their future behavior (Farrell, 2015; Korthagen & Vasalos, 2005). However, there is a risk that reflection might remain merely cognitive, overlooking broader emotional or motivational aspects. This highlights the important distinction between action-oriented and meaning-oriented reflection. Meaning-oriented reflection, which seeks to understand underlying processes, has been shown to contribute significantly to professional development in the long term, whereas action-oriented reflection often lacks this transformative depth (Browning & Korthagen, 2021).

The onion model, proposed by F. A. J. Korthagen (2004), provides a framework for fostering such meaning-oriented reflection (See Figure 2). It outlines various interconnected layers—environment, behavior, competence, beliefs, identity, and mission—that influence how a teacher achieves professional growth. The model posits that the inner layers (mission, identity, and beliefs) shape the outer layers (competence, behavior, and environment), while acknowledging that influence can also flow in the opposite direction (Korthagen & Vasalos, 2005; Korthagen, 2016). This bidirectional dynamic emphasizes the importance of including deeper layers to find meaningful insights in teaching situations.

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Figure 2.

The model of levels in reflection (the onion model; Korthagen, 2004).

In my professional development, this model guided my reflective practices. Reflection extended beyond simply addressing classroom challenges (environmental layer), examining my actions (behavioral layer), and assessing my skills (competence layer). It also required deeper contemplation about what I believe (beliefs layer), the kind of teacher I aspired to become (identity layer), and the ideals that guided my mission as a teacher. This alignment across layers is critical for ensuring that inspiration, role definition, decision-making, and actions harmonize with the classroom context, ultimately enhancing teaching effectiveness (Korthagen et al., 2013; Meijer et al., 2009).

Throughout my teaching career, I maintained reflective journals guided by the onion model. These journals became primary materials for this research. By applying the model’s principles, I explored how different levels of reflection influenced identity transformations over time. The study identified core personal qualities that played pivotal roles in transforming teacher identity, particularly when interacting with the unique ecological context of rural education. These findings further reinforce the transformative potential of core reflection in fostering both professional growth and effective teaching behavior.

Autoethnography

Autoethnography, first introduced by Carolyn Ellis in 1995, is a qualitative research method that merges personal narrative with ethnographic observation to examine cultural phenomena. Unlike conventional ethnography, which investigates external cultures through an objective lens, autoethnography adopts a subjective and reflexive approach, positioning the researcher as both the subject and the object of study (Bochner, 2020). By embedding personal experiences within broader cultural and social contexts, this method provides unique insights into identity formation and social dynamics (Denzin, 2013). Wall (2008) underscores the empowering nature of autoethnography, emphasizing its ability to connect individual experiences with cultural practices and societal structures (Cooper & Lilyea, 2022). Researchers often employ creative forms such as fiction and poetry to deepen their engagement with cultural phenomena, challenging traditional notions of objectivity and highlighting the dynamic and contextual nature of social realities (Ellis, 2016).

At its core, autoethnography demands reflexivity, authenticity, self-awareness, storytelling, and context-sensitivity (Ademowo, 2023). Among these, context sensitivity is particularly crucial, as it enables researchers to engage deeply with specific environments, cultural norms, and systemic forces. By ensuring findings remain grounded in lived realities rather than abstract generalizations, context sensitivity bridges individual narratives with broader social phenomena (Canagarajah, 2012; Song, 2023).

This methodological strength has been applied in studies on teacher identity development. Autoethnography has been instrumental in revealing how subjective interpretations of social and cultural contexts shape identity evolution (Bochner, 2020; Learmonth & Humphreys, 2011). By situating personal experiences within broader frameworks, it offers valuable insights into the challenges and opportunities faced by educators in complex environments. Building on this foundation, this study employs a context-sensitive autoethnographic approach to examine the layered process of rural teacher identity construction. By exploring the interplay between individual experiences and systemic forces, it contributes to broader discussions on the relational and contextual nature of identity in educational research.

Research Context and Participant

In 2007, the Chinese government launched the “Government-funded Normal Students” (GFSs) policy, a significant initiative aimed at addressing educational disparities in less developed regions or schools (The State Council, 2007). The primary goal of this policy was to attract and support talented individuals from rural areas or low-income families, encouraging them to pursue a teaching career. The objective was to equip them with the necessary skills and knowledge to make effective contributions to the development of their communities, particularly those situated in less advanced or rural areas. To implement this policy, the government selected six leading normal universities in China as pilot sites, offering a 4-year pre-service teacher education program for GFSs.

As a result of this policy, GFSs exhibit distinct characteristics. Upon enrollment, they receive various preferential treatments, including a monthly allowance, free tuition, and accommodation. However, in return, they are obliged to return to their home provinces and work within the educational system as teachers for a minimum of 6 years post-graduation. They can either independently seek teaching positions in their provinces or rely on the local education bureau to assign a position for them.

I (Author#1) graduated as a member of the GFSs cohort and was assigned to work at a rural senior high school (Y school), where I had graduated. Y School is in a remote region along the China-North Korea border, surrounded by towering mountains and vast rivers. The region’s geographic isolation, coupled with poor transportation infrastructure and underdeveloped IT resources, creates significant barriers to accessing modern educational tools. As a result, the local culture remains relatively conservative and closed, with education viewed primarily as a means of achieving upward social mobility. This has led to an intense focus on the Gaokao, China’s national college entrance examination, which is regarded as the single most critical determinant of a student’s future success. Comparable to the UK’s A-levels but far more decisive, the Gaokao shapes not only university admissions but also career prospects and societal standing.

Students in this region face numerous challenges. Most come from rural villages with limited exposure to knowledge outside what public schools and teachers provide. Opportunities for learning English are particularly constrained. Unlike urban areas where students might encounter English through extracurricular activities, rural regions lack such exposure. This leaves classroom instruction, predominantly conducted in Mandarin Chinese, as the sole source of English education. Without opportunities for meaningful practice, students struggle to develop basic speaking or listening skills. Their reading and writing abilities are similarly constrained, narrowly tailored to meet exam requirements, leaving them unmotivated to see English as a practical or life-enriching skill. Parents, too, face limitations in supporting their children’s education. Many come from economically disadvantaged backgrounds and have limited formal education themselves. While they value academic success as a means of securing better futures for their children, their focus is often pragmatic, prioritizing results over the process of learning. This reliance on schools and teachers to provide all educational support puts immense pressure on the public education system to deliver.

In this context, Y School reflects the broader challenges of rural education in China. Most teachers hold bachelor’s degrees from teacher education or non-teacher education institutions, yet a lack of proficiency in English among many EFL teachers means that classes are rarely conducted in the target language. Instead, traditional teaching methods dominate, with lessons focused on frequent paper quizzes, grammar drills, and rote memorization. These methods, heavily influenced by the structure and demands of the Gaokao, align with the examination’s requirements but leave little room for communicative or student-centered approaches to language learning. While these practices help students achieve exam success, they often neglect the development of broader critical thinking or practical skills, particularly in learning a foreign language.

Data Collection

This study longitudinally tracks the identity development of Author#1, formerly a Chinese rural EFL teacher, specifically focusing on “I” as the participant, a choice with unique significance. First, with 8 years of teaching experience in a county-level high school, my identity transformation offers insights into the identity development process of rural teachers. Second, utilizing a self-perspective yields data that is more direct, authentic, reliable, and comprehensive, as it is rooted in embodied experience and introspection. Lastly, the dual perspective as both researcher and practitioner enriches self-representation and promotes individual development.

In this autoethnography on the development of teacher identity, I aim to examine how I understand and enact my teacher identity through observable data. The primary data sources identified include reflective journals, supplemented by WeChat chat records, letters and field notes. Data collection involved the following steps: (1) selecting passages from my reflective journals that pertain to work experiences, annotating them with dates and activity themes, and compiling them into individual documents; (2) gathering relevant text reflecting teacher identity perceptions from WeChat groups or letters shared with students and colleagues, then extracting and organizing these into separate documents; (3) reviewing key events documented in the field notes, such as messages exchanged with colleagues, students, and parents following significant events like the college entrance exam, and recording the activity time, theme, and conversation content in dedicated documents. All members whose WeChat chat records and letters were selected as research material have given informed consent for their use in the study.

Data Analysis

The authors conducted a systematic and iterative thematic analysis of the collected materials throughout the data collection period (Braun & Clarke, 2019). The analytical process was structured as follows: (1) Familiarization and sorting: In the initial phase, all materials were thoroughly read and organized chronologically to gain a deep understanding of the content. Notes were taken to capture initial impressions, and materials were segmented into three stages, representing a progression. This foundational structure established a basis for further analysis. (2) Generating initial codes: During the second phase, a detailed coding process was conducted to identify and label meaningful data segments. Codes were systematically applied to highlight key elements influencing identity development, with a focus on their temporal contexts. (3) Searching for themes: Following initial coding, related codes were grouped into broader categories to develop potential themes. The codes were then refined within the framework of the Social Ecological Model, organizing themes according to different levels of influence. This approach allowed for a nuanced interpretation of the narrative. (4) Reviewing themes: The identified themes were carefully reviewed for internal coherence, consistency with the data, and distinctiveness. This review process helped to ensure the themes accurately captured the data’s essence. (5) Defining and naming themes: Each theme was then defined and named, clarifying its role within the overall narrative of identity development. This naming process helped create a coherent thematic structure that reflected both temporal and ecological influences. Additionally, selected ancient Chinese poems were incorporated to enhance interpretive depth and cultural resonance. (6) Final data analysis: The final phase centered on analyzing and interpreting the refined themes. The authors examined the roles and negotiability of functions embedded within various levels of influencing factors, as outlined in the Social Ecological Model, providing deeper insights into the dynamic process of identity development from a “dissident of reality” to a “realist” and, eventually, a “pioneer.”

Furthermore, the second and third authors, invited as “critical friends” (Costa & Kallick, 1993; LaBoskey, 2004), played an essential role in validating this analytical process. As former teachers of the first author, they were familiar with the study’s background and shared a similar academic perspective. Their contributions focused on three primary functions: challenging, supplementing, and reinforcing interpretations (Pinnegar & Hamilton, 2010). First, they critically examined and challenged the interpretations at each stage of identity development, encouraging deeper reflection and revisions where needed. Second, they offered supplementary insights that enriched the analysis, adding depth to role interpretations and ensuring thematic comprehensiveness. Finally, they reinforced certain interpretations, lending additional credibility and stability to the final analysis. In areas of disagreement, all viewpoints were discussed thoroughly, and consensus was reached before finalizing the interpretations.

Tension Between Realism and Idealism

Strong Influence from Intrapersonal and Interpersonal Factors

As a novice teacher with idealized teaching belief, I faced a considerable gap upon joining the school. I wanted to be a teacher who could listen more and talk less, but I was challenged by long-established practices, which emphasize teacher-centered teaching. I had a firm belief that an English-only environment was beneficial to EFL students, so I was proud of my proficient English and tried to organize the class in English, however, almost no student could follow me in class. However, these setbacks did not stop me from reflecting on how to improve my performance in class. More English-only activities, more students talking. Meanwhile, the school leader consistently reminded me of students’ poor English, and parents’ and school’s high expectations for Gaokao and she encouraged me to follow their traditions, “Exam grades are the top priority. Follow our methods. Don’t improvise; Your way is burdening the teaching group and confusing the students.” And my colleagues often criticized me as unrealistic. They did not agree on what I did and sometimes would say “You are too naive.”

In the beginning, I held strong beliefs about what I did and did not want to compromise. However, the incongruence between established educational practice and the pedagogical philosophy and beliefs acquired in teacher education became a critical obstacle (Korthagen, 2016). Similarly, my personal beliefs clashed with traditional teaching practices, resulting in inconsistencies in my classroom instruction. For instance, I advocated against rote memorization of vocabulary, proposing learning through application. However, this was met with resistance from students who were accustomed to rote learning. Some expressed concerns that without vocabulary tests, they lacked motivation to memorize words. Others questioned the value of acquiring additional skills when college entrance exams prioritized paper scores, saying, “We’ve always memorized vocabulary through rote learning. Without vocabulary tests, we lack the motivation to memorize it.”

In the first 2 years, I sticked to my belief and tried best to improve my teaching according to what I believe, regardless of the opposition from the school leaders, my colleagues, and students. I resisted conforming to the established norms and rebelled against the rigid environment, which left me feeling physically and mentally drained. However, I gradually realized that this persistence lacked foundation. As Figure 3 showed, I was strongly influenced by intrapersonal and interpersonal factors. These microenvironments blocked my eye to see the deep roots and needs concerning local teaching traditions and teaching community as well as Gaokao. This was against my belief that teaching means bring changes. I failed to explore why these traditional practices were so entrenched and effective to some degree. Over time, I realized that I was a realist dissident who was not very clear about what she held against. And I wanted to know more.

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Figure 3.

Subjectively experienced ecological context (phrase 1).

Deeper Understanding of Teaching Practices

Broader and Stronger Spectrum Influencing Factors

Through ongoing communication with school leaders, colleagues, parents, and students, I began to understand the reasoning behind the established teaching practices and teaching traditions. The prevailing teaching practices in Y school exhibited a considerable degree of inertia as they aligned closely with the practical expectations which emphasized the proven benefits of excelling in Gaokao. Consequently, families in Y school allocate limited family resource to ensure their children achieve strong academic performance in school, opening doors to higher education and improved employment prospects. Thus, rural education heavily relies on public schools for academic improvement. This strong need is encapsulated by a parent’s succinct remark: “Guide us on improving grades now; we can address other aspects once my child enters university.”

Embracing rural educational needs, I adjusted my teaching methods accordingly. For instance, I talked more during classes and emphasized rote memorization techniques for exam preparation, aligning with the practices of my colleagues. Despite initially finding their teaching methods unengaging, I actively sought guidance from experienced teachers, especially those who can help students to achieve good grades in exams. I requested permission to observe their classes, conducted comparative analyses of their methods with my own, and integrated their successful strategies into my teaching approach. My changed attitude was acknowledged by my colleagues, leading them to invite me to their classes and respond to my inquiries willingly. Through these experiences, I realized that my prior behavior had offended my colleagues. My newfound willingness to learn from them fostered a positive relationship, allowing us to exchange ideas without reservation.

However, upon aligning with the local teaching approach, I found that despite following the traditional traditions the effectiveness of teaching wasn’t consistently reliable. The truth was the students were accustomed to the traditional classes, but they were not satisfied and expressed feelings of fatigue, disinterest, and reluctance to engage in classroom activities. Traditional teaching methodologies occasionally led to strained teacher-student dynamics, resulting in verbal conflicts between teachers and resistant students.

Initially, I resorted to common disciplinary methods commonly employed in the school, including reprimanding students during class, exiting the classroom in response to non-compliance, and penalizing students by assigning extra homework. While these approaches were widely accepted, I soon realized their side effects in fostering a conducive learning environment and prioritizing students’ best interests (Lewis et al., 2005). Moreover, I experienced personal discomfort and a sense of moral conflict when implementing these disciplinary measures. This held against my beliefs and determination to become a teacher who was cherished and respected by her students, rather than someone who was seen as unapproachable or intimidating. These conflicting beliefs made me think seriously about “Who I am, What I can do for my students and How I should teach.” In this phrase, instead of technical reflection on my behavior, I also started reflecting on my identity and mission as a teacher, which aligned with core reflection proposed by Korthagen (2004). This kind of reflection help me to know my core qualities better and facilitate me to be a better teacher in the future (Browning & Korthagen, 2021).

Gradually I could assess more influential factors on me, such as influence from rural educational needs, reliance on public school. At the same time, I got better understanding about Gaokao, local teaching traditions and started to cooperate with my colleagues (See Figure 4). These changes make me become a realistic teacher, but I don’t think these changes are all good changes because problems like tense student-teacher relationships or inefficient class teaching still existed and during this period, my daily reflective journal were filled with doubts, grievances and discontent about my teaching performance and my identity and mission as a teacher. Consequently, I often found myself feeling powerless and emotionally drained by these ongoing struggles.

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Figure 4.

Subjectively experienced ecological context (phrase 2).

Breaking Through Reality and Moving Towards the Ideal

Stronger Influences from Policy, Community, and Institutional Context

To grow as a teacher is a process of knowing better about myself. When I read literature about reflection, I got the reflective concepts and tools proposed by Korthagen (2016) and I constantly asked myself the few questions illustrated in the onion model. Meanwhile, I started to reflect on my core qualities. To know better, I talked to my students about what they saw in me that were valuable to them. They gave me valuable feedback. As I ranked, I found they valued my open-mindedness, a growth mindset and strong agency most. They told me how some of these qualities influenced them and these qualities were more important than English proficiency. This experience enlightened me and enforced my beliefs to be a wise person and better teacher. Most importantly, my teacher agency reached the highest level. I started to take the initiative to break limitations of rural context and seek further development.

In the geographically isolated border environment, external support for teacher development is limited. Traditional attitudes resist external training due to challenges in localization and travel constraints. Adapting to this scenario, I leveraged online resources for remote training, engaging in webinars and establishing online learning communities. This technological pivot transcended physical barriers, facilitating connections with teachers nationwide, resource sharing, and continuous professional growth. Recent advancements in digital technology have significantly augmented flexibility and accessibility in professional development, offering a viable alternative to conventional methods (Sung et al., 2016). Remote training has proven indispensable, affording teachers unprecedented opportunities for growth without disrupting their daily routines, thereby bolstering my confidence in personal and professional development.

In this period, new round of national curriculum reform started and provided new direction and chances for professional development. External reform requirements forced rural teachers not to adhere to immutable teaching traditions and embrace some changes. So, I, together with my colleagues, took full advantage of the reform resources, like demonstration classes and communicating with expert teachers. Meanwhile, engaging in discussions with teachers from different disciplines and studying narratives from teachers in similar contexts provided a broader perspective to assess English teaching. This teacher community offered solid support for my growth. Interestingly, as I broke the limitations of rural education, the impact from intrapersonal and interpersonal contexts weakened, or more accurately, stable (See Figure 5).

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Figure 5.

Subjectively experienced ecological context (phrase 3).

What followed was fewer conflicts in these two contexts. I doubted myself less and my efficacy and wisdom about being a teacher improved. Meanwhile, my students gave me more confidence and started to learn from me and my cooperation with my colleagues were smoother as well. Finally, I was able to teach based on local needs and flexibly exceed the needs to provide better teaching.

Conflicts Between Actual Identity and Designated Identity Mediated by Core Reflection

A central tension in my journey arose from the conflict between designated identity—externally imposed roles and expectations for teachers—and actual identity, which reflects self-perceived beliefs and professional aspirations (Akkerman & Meijer, 2011; Sfard & Prusak, 2005). For instance, local expectations in my rural setting often prioritized exam-centric teaching methods, which clashed with my personal aspiration to foster critical thinking and holistic student development. These conflicts required me to navigate a delicate balance between fulfilling immediate institutional demands and staying true to my professional values.

To reconcile these tensions, I relied heavily on core reflection, a process of deep introspection that allowed me to explore the root causes of identity misalignment and develop actionable strategies for integration (Browning & Korthagen, 2021). Through core reflection, I identified my intrinsic qualities—such as open-mindedness, a reflective disposition, and unwavering commitment to language teaching and learning—and used these strengths to bridge the gap between designated and actual identities. This process not only helped me address immediate challenges but also enabled me to define a more authentic professional mission that aligned with my long-term goals. Core reflection also played a pivotal role in shaping my professional aspirations. It helped me articulate my role not just as a teacher but as a change agent within my community, balancing traditional norms with innovative practices. This introspective journey empowered me to actively engage with institutional, community, and policy-level influences, ensuring that my professional growth harmonized with the broader imperatives of rural education.

While introspection was central to my identity development, collaboration with a diverse teacher community significantly enriched my practice (Cui et al., 2022). Engaging with teacher networks and educational reform resources allowed me to gain new perspectives, adopt innovative teaching strategies, and contribute to a culture of continuous improvement. This collaborative ethos complemented my personal reflection by providing practical solutions to systemic challenges, such as resource limitations and entrenched teaching traditions (Li et al., 2020). By integrating reflection with collaboration, I was able to navigate the compounded challenges of rural education more effectively. This dual approach fostered a growth-mindset that balanced responsiveness to immediate contexts with a forward-looking vision for educational innovation (Yeager et al., 2019).

In essence, the journey of identity development for rural teachers involves navigating the delicate balance between personal introspection, contextual responsiveness, and a forward-looking perspective (Vähäsantanen, 2015). By thoughtfully mediating the conflicts between actual and designated identities through core reflection and collaboration, teachers can achieve professional growth that is both personally fulfilling and educationally impactful. Ultimately, this dynamic process equips teachers to contribute meaningfully to the advancement of rural education and beyond, fostering progress that is holistic, inclusive, and sustainable.

Ecological Context of Rural Education That Promote Identity Transformations

This study highlights the intricate and evolving nature of teacher identity transformations within rural contexts. Using the social ecological model as a framework, the findings reveal that my professional identity development was shaped by multiple interconnected factors, each exerting varying degrees of influence at different stages of my career (Refer to Figures 3 –5).

In the early phase of my teaching journey, my focus was primarily on addressing immediate intrapersonal factors, such as misunderstandings with colleagues and managing student misbehavior. These challenges often felt overwhelming, leading me to reflexively attribute blame to surface-level phenomena without deeper introspection. This reactive approach not only intensified feelings of powerlessness but also left me exhausted and uncertain about my professional trajectory. These early struggles align with research showing that beginning teachers often face identity misalignments when institutional demands overshadow personal values (Hiver & Whitehead, 2018; Ruohotie-Lyhty, 2013). However, as I navigated these initial hurdles, I began to realize that these challenges were symptomatic of deeper identity conflicts rather than isolated issues. This growing awareness prompted a shift in focus, encouraging me to explore how my professional values could align with the ecological context of rural education.

With more teaching experience, my perspective broadened to view teaching not merely as knowledge delivery but as a means to engage with and contribute to the local community. This shift involved proactive communication with key stakeholders, including school leaders, colleagues, and students, to better understand and adapt to the community’s needs. Core reflection became pivotal during this stage, enabling me to identify and harness core qualities such as open-mindedness and a growth mindset. These intrinsic traits allowed me to align my teaching practices with the cultural and social values of the rural community, enhancing both my effectiveness and my connection to the educational context. This process reflects research emphasizing the importance of core qualities in navigating professional identity challenges (Browning, 2018; Meijer et al., 2009).

As I continued to grow professionally, core reflection evolved from a tool for personal alignment into a strategy for systemic engagement and innovation. This progression involved leveraging my core qualities to navigate broader social contexts, including institutional structures, community dynamics, and policy frameworks. By engaging with these external factors while maintaining a clear sense of purpose, I developed a more robust sense of agency. This stage marked a turning point in my professional journey. Positive influences began to outweigh the challenges I had faced earlier, empowering me to actively shape my teaching practices and contribute to systemic change within the educational landscape. Through the combined actions of core reflection and strong agency, I was able to transcend traditional boundaries in rural education, initiating reforms that aligned with both personal growth and community advancement (See Figure 6).

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Figure 6.

Subjectively experienced ecological context prompted by core reflection and agency.

The ecological context of rural education provides both unique challenges and opportunities that shape teacher identity transformations. My journey illustrates how addressing initial conflicts, engaging with local needs, and integrating core reflection with strong agency can foster meaningful professional growth. This dynamic process highlights the potential for rural teachers to evolve into adaptive, reflective, and pioneering educators, contributing to both personal fulfillment and broader educational progress.