Problematising teaching competitions for student teachers: a perspective based on the dynamic systems model of role identity

Teaching competitions are commonly used to support teacher professional development (PD) in China. However, a clear gap exists in understanding whether and how these competitions serve their intended purpose. This study examined how a teaching competition supported or constrained the construction of teacher professional identity among participating student teachers. Data were collected through focus groups with 15 student teachers and semi-structured interviews with five advisors. The dynamic systems model of role identity guided the analysis, focusing on identifying role identities relevant to the competition and the interplay among these identities. The study revealed that although teaching competitions contribute to student teachers’ professional identity by supporting the growth and expansion of a learner identity, they also give prominence to a competitor identity and have inherent limitations. Developing a competitor identity does not necessarily contribute to developing a teacher identity because of a perceived gap between teaching in competitions and teaching in classrooms. Additionally, competition can deprive participants of critical learning opportunities, thus inhibiting the growth of the learner role. This study urges policymakers, competition organisers, and teacher educators to make more thoughtful use of teaching competitions. The study also sheds light on teacher identity formation in PD programmes in general.