Article Information
Original Research Article | Open Access | Peer Reviewed
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King Mohammed VI and the Politics of Inclusion: The Gendered Dimensions of Religious Reform in Contemporary Morocco
Younes Ouchelh
Abstract
This qualitative case study investigates identity development among four Chinese pre-service EFL teachers during their
teaching practicum through the lens of Possible Selves Theory and Identity Conflict Theory. Findings highlight the dynamic,
context-dependent nature of teacher identities, emphasizing the pivotal role of core identities in influencing emotional
experiences, professional actions, and career intentions. The study identifies three distinct identity trajectories: identity
withdrawal due to constrained agency and limited support; negotiated reconstruction enabled by reflective adaptation; and
ideal identity expansion in supportive contexts. A dynamic model of identity development is proposed, recommending
structured support from teacher education programs to help pre-service teachers recognize core identities and navigate
diverse practicum contexts, promoting sustainable professional growth.
Full Text: PDF |
DOI: https://doi.org/10.30845/ijhss.vol15p18
Article History:
Received: 4 May 2025 | Accepted: 5 June 2025 | Published: 22 June 2025
Reviewer(s):
Dr. Aldwin Domingo, Touro University Worldwide, United States
Email: [email protected] Dr. Anas Sani Anka, Department of History & International Studies, Federal University Gusau, Nigeria; Phone: +234 916 666 6639.
Email: [email protected]
Email: [email protected] Dr. Anas Sani Anka, Department of History & International Studies, Federal University Gusau, Nigeria; Phone: +234 916 666 6639.
Email: [email protected]
Address for Correspondence:
Younes Ouchelh, CPGE Mohamed Reda Slaoui, Avenue Abderrahim
Bouabid, Agadir 80000
Selangor, Malaysia.
[email protected]
[email protected]
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