This study explores the professional identity development of five non-native English-speaking teacher learners from different backgrounds who were studying for a Master’s degree in Applied Linguistics/TESOL at an Australian university, following the three-dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two one-hour story-telling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/non-native issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three-dimensional space narrative inquiry framework (Interaction, Continuity, and Situation) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities designed based on the three-dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.

中文翻译：

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TESOL教师教育中的身份探索与发展：三维空间叙事探究视角

本研究遵循三维空间叙事探究框架 (Clandinin & Connelly)，探讨了在澳大利亚大学攻读应用语言学/TESOL 硕士学位的五名来自不同背景的非英语母语教师学习者的职业认同发展。 , 2000)。该研究旨在解决如何在教师教育中利用身份工作来丰富教师学习者的学习经验，并为他们更好地发展教师自我做好准备。参与者参加了两个一小时的讲故事课程，旨在引出他们在教师教育计划中体验的各个方面，例如本土/非本土问题、时间和空间的转变、期望的变化以及学习环境。他们的故事，遵循三维空间叙事探究框架（交互、连续性和情境）进行结构化和分析，揭示了他们在成为澳大利亚教师教育计划实践社区的一部分后所产生的成长、满足感和紧张感。本研究强调了在教师教育背景下进行身份探索干预在协助 TESOL 教师构建和重建他们的职业身份方面的作用。它还建议基于三维空间叙事探究框架设计的课堂活动，使身份在教师教育课程中成为教师发展的重要组成部分。以及成为澳大利亚教师教育计划实践社区的一部分而导致的紧张局势。本研究强调了在教师教育背景下进行身份探索干预在协助 TESOL 教师构建和重建他们的职业身份方面的作用。它还建议基于三维空间叙事探究框架设计的课堂活动，使身份在教师教育课程中成为教师发展的重要组成部分。以及成为澳大利亚教师教育计划实践社区的一部分而导致的紧张局势。本研究强调了在教师教育背景下进行身份探索干预在协助 TESOL 教师构建和重建他们的职业身份方面的作用。它还建议基于三维空间叙事探究框架设计的课堂活动，使身份在教师教育课程中成为教师发展的重要组成部分。