Dynamic Construction and Challenges of Teacher Identity by Teaching Skills Competition for Pre-service Teachers from a Community of Practice Perspective

DOI

10.2991/978-2-38476-553-9_3How to use a DOI?

Keywords

Identity; pre-service teacher; teaching skills competition; community of practice; Sense of belonging

Abstract

Using Wenger’s community of practice theory as a framework, this paper explores the dynamic construction mechanisms and challenges of the “Tian Jiabing Cup” Teaching Skills Competition for Normal University Students and its training team community on the teacher identity of pre-service teacher [1]. Through semi-structured interviews with eight pre-service teachers with experience in provincial-level competitions and above, the study found that: (1) the community of practice shapes identity through three mechanisms: engagement, imagination, and alignment; (2) the sense of belonging is the core driver of identity, and pre-service teachers’ identities are constructed through common goals, teacher support, and community boundary definition. (3) The competition model has limitations such as standardized judging, idealized classroom simulation, and subject-oriented tendency, which may lead to identity bias towards “performative teaching” and inhibit the dynamic development of real teaching ability. At the end of the paper, we suggest optimizing the competition to promote a healthier development of identity.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Shuhe Zhang
PY  - 2026
DA  - 2026/03/25
TI  - Dynamic Construction and Challenges of Teacher Identity by Teaching Skills Competition for Pre-service Teachers from a Community of Practice Perspective
BT  - Proceedings of the 2025 4th International Conference on Educational Science and Social Culture (ESSC 2025)
PB  - Atlantis Press
SP  - 15
EP  - 25
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-553-9_3
DO  - 10.2991/978-2-38476-553-9_3
ID  - Zhang2026
ER  -