Abstract This paper takes a perspective on professional identity in times of change to explore what societal changes of significance for second language education for adults mean for the teacher’s professional identity. It differs, thus, from many other studies on teacher identity, which concentrate on one educational reform. The study, which applies situated learning theory, is built on semi-structured interviews with 13 teachers in this sector. The results show that migration, marketization and streamlining, and digitalisation imply changes, which have a profound effect on the teachers. Whereas some changes mean that the teachers can develop their teaching or strengthen their position in work-related communities, other changes restrict them. Moreover, the response of the teachers depends on their judgement about what the changes mean for their teaching and the learners. Teachers position themselves by, for example, claiming to possess the competence they see as essential to meet the learners’ needs.

中文翻译：

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变革中的变革与自我变革：成人第二语言教育中的教师身份研究

摘要本文以变革时期的职业身份为视角，探讨社会对成年人第二语言教育意义的改变对教师的职业身份意味着什么。因此，它与许多其他关于教师身份的研究不同，后者集中于一项教育改革。该研究采用情境学习理论，是基于对该领域13名教师的半结构化访谈而建立的。结果表明，迁移，市场化和精简以及数字化意味着变化，这对教师产生了深远的影响。某些变化意味着教师可以发展自己的教学或加强其在与工作相关的社区中的地位，而其他变化则限制了他们。而且，教师的反应取决于他们对变化对他们的教学和学习者意味着什么的判断。例如，教师声称自己拥有满足他们学习需求所必需的能力，从而对自己进行定位。