A Longitudinal Study of EFL Teacher Agency and Sustainable Identity Development: A Positioning Theory Perspective

This study reports on a longitudinal narrative case of Lin, tertiary level EFL teacher in China, exploring how she exercised her agency and achieved sustainable professional identity development different phases career. Based data primarily from three rounds semi-structured interviews other sources data, drawing the positioning theory, this research was designed to uncover complex relationships between transformation an English teacher’s trajectory. The analysis Lin’s narratives organised into stages: initial stage negotiating exploited marginalised identities, then becoming student again, and, finally, reconstructing researcher identities. findings suggest significant role consistent individual negotiation reconstruction results also support existing literature revealing that is not static or fixed notion, but rather dynamic ongoing process affected by range internal external factors. shows vital teachers’ emotions emotion regulation enactment development. has important implications for language research. In particular, it may shed light development, which crucial ensuring pursuit education many goals.