Narrative Exploration of the Process of Professional Identity Formation among Physical Education Teachers with Dance Majors

Abstract

This study conducted an in-depth analysis of the process of professional identity formation among physical education teachers majoring in dance using narrative inquiry. To this end, five current physical education teachers were selected as research participants using purposive sampling, and field texts collected through in-depth interviews were reconstructed as research texts. The findings revealed that their professional identity formation process emerged under three main themes. First, motivations for career choice included physical limitations or injuries experienced during dance activities, the positive influence of role models, and the discovery of athletic ability and the acquisition of confidence. Second, during the entry and adaptation to teaching, they focused on self-directed learning, participating in professional development, and building close networks with fellow teachers to overcome the lack of expertise during preparation for appointment and the early years of teaching. Third, in the identity establishment phase, they gained confidence as teachers and strengthened their professional identity formation by establishing a firm educational philosophy and implementing creative lessons that integrated dance expertise. In conclusion, physical education teachers majoring in dance established a firm professional identity by integrating their proactive individual efforts with the strengths of their major in an educational context, while navigating various challenges in the field. By empirically elucidating these successful adaptation mechanisms, this study provides practical implications for the development of future teacher training and professional development programs.