How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China

• Published in: Teaching and teacher education Vol. 144; p. 104605
• Main Authors: Yue, Wei, Yan, Lingnan, Yang, Yanru
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2024
• Subjects: Grounded theory; Pseudo-development; Study travel; Teacher identity development; Study travel; Teacher identity development; Pseudo-development; Grounded theory
• ISSN: 0742-051X
• DOI: 10.1016/j.tate.2024.104605

This study aimed to explore the identity development of Chinese teachers in study travel activities. The grounded theory method was used for qualitative research, and 51 primary school teachers were selected to conduct semi–structured interviews and focus group interviews through theoretical sampling methods. The research results demonstrated that most teachers were in a pseudo-developmental state, and the core feature causing this phenomenon was the mismatch between teachers’ value recognition of study travel activities and their actual engagement. This study had relevant conclusions and application significance for understanding and promoting teachers’ identity development in different situations. •Identity transformations occur for subject teachers in unfamiliar interdisciplinary contexts.•Teacher’s identity development in study travel is in a pseudo-developmental state.•Mismatch between the teachers’ recognition of study travel and actual engagement.•Participation mentality directly affects teachers’ identity development in study travel.•Role identity influences the identity development of teachers in study travel.