Title: Research on Professional Identity Construction of University Foreign Language Teachers
Authors: Xiaoquan Pan
Jicheng Shen
Volume: 10
Issue: 8
Pages: 182-187
Publication Date: 2026/08/28
Abstract:
This study examines the construction of professional identity among university foreign language teachers within the context of globalization and the New Liberal Arts Initiative. Adopting a social constructivist theoretical lens, it analyzes how their professional identity, which is conceived as the core framework encompassing a sense of meaning, values, and behavioral frameworks, is dynamically negotiated and constructed through ongoing internal and external interactions across multi-dimensional practices including teaching, research, and societal service. The research identifies three critical role tensions confronting these teachers: (1) an ontological conflict between the instrumentally rationalized role of the "technician" and the value-rational perspective of the "humanistic educator"; (2) an instrumental dilemma stemming from the imbalance between language's functional identity as a "practical skill" and its neglected role as a "vehicle for humanistic cultivation"; and (3) a fundamental tension between externally imposed, diverse (and often conflicting) professional role expectations and internal professional identity commitments. These tensions profoundly impact teachers' sense of efficacy, professional well-being, and development motivation. Consequently, the study proposes a dual-pronged approach for synergistic optimization: (1) at the institutional level: Reforming multi-dimensional evaluation metrics, establishing systematic developmental support networks, and facilitating professional learning communities; (2) at the individual level: Engaging in proactive identity negotiation and adaptation through deepening self-awareness, strengthening critical reflection and practice, participating in community dialogues, and setting growth-oriented goals. This research holds significant theoretical and practical implications for fostering the healthy development of university foreign language teachers and deepening educational reform.