I don’t think there is a place for me: unfolding male preservice teachers professional identity development in a Chinese university

Gao C. Khalid S. Gulnar O. Tadesse E.
2025 Emerald Publishing

Equality, Diversity and Inclusion
2025

Purpose: This exploratory study sought to unfold the identity construction path from male pre-service teachers perspective and experience in the most gendered and offensive profession. Design/methodology/approach: We interviewed 10 male pre-service teachers recruited through a convenient purposive sampling from one of the most well-known universities in China, known for cultivating many ECE teachers. Findings: The study’s finding underscores the ration for choosing this profession, their learning-to-teach experience, and the practicum platform that brought confusion and shock that ultimately demonstrates the shaping and shifting of identity development, which potentially offers robust implications for stakeholders. Originality/value: This study, administered in a non-Western Chinese ECE Teacher Education context, provides a valuable but missing perspective on teacher identity in Western literature.

China , Early childhood education (ECE) , Male preservice teachers , Professional identity , Teacher education

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Shenzhen University, Shenzhen, China
Zhejiang Normal University, Jinhua, China
Graduate School of Education (GSE), Nazarbayev University, Astana, Kazakhstan
Joint Education Institute of Zhejiang Normal University and University of Kansas, Zhejiang Normal University, Jinhua, China
China-Africa Consortium of Universities Exchange Mechanism Research Institute, Zhejiang Normal University, Jinhua, China

Shenzhen University
Zhejiang Normal University
Graduate School of Education (GSE)
Joint Education Institute of Zhejiang Normal University and University of Kansas
China-Africa Consortium of Universities Exchange Mechanism Research Institute

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