1 Introduction

This section introduces the leapfrog development of international Chinese language education in Spain since 1972, including the large number of Chinese language learners and the leading position in exam participation across Europe. It also points out that local teachers are the key constraint to its sustainable development, emphasizing the importance of pre-service training and professional growth for in-service teachers. Furthermore, it defines the scope of local Chinese language teachers in Spain, elaborates on the significance of teacher identity formation for professional development, and explains the importance of studying local Chinese language teachers' identity.

2 Research on Teacher Identity

This chapter explores the complex and multidimensional nature of teacher identity, noting that it is dynamically generated through the interaction between individuals and their environment, involving the integration of self and teacher roles. It introduces the theories of communities of practice and self-positioning, emphasizing the necessity of combining both to analyze the developmental trajectories of local Chinese language teachers in Spain. Additionally, it reviews the development of research on international Chinese language teacher identity, highlighting that domestic and international studies often focus on dispatched teachers and volunteers, with relatively limited research on local Chinese language teachers. It also notes that research on the identity construction of local Chinese language teachers in the Spanish context remains insufficient, proposing this study's focus on the dynamic shifts, evolutionary directions, and influencing factors of identity positioning among local Chinese language teachers in Spain.

3 Research Design

This section elaborates on the research design, including the adoption of narrative inquiry as the methodology, data collection through classroom observations and interviews, and purposive sampling to select four representative local Chinese language teachers in Spain as research participants. Data collection and analysis follow qualitative research procedures, utilizing thematic analysis to code teachers' identity narratives in order to map their developmental trajectories.

4 Narrative of Identity Development Trajectories of Four Teachers

This chapter delves into the identity development trajectories of four local Chinese language teachers in Spain at different stages through their perspectives. Xiao Mei began with a background in East Asian Studies, and her exchange experience in China reshaped her understanding of the foreign language teacher identity, transitioning from a "Chinese language learner" to a "Sino-Spanish cultural mediator." In her early days at the Confucius Institute, she faced challenges but gradually adapted and established a goal of becoming a "supportive teacher" through imitation and colleague support. Mao Mao, leveraging her cross-cultural background and professional studies, evolved from an intuitive identity imagination to a "scientific preparer." Through different phases at private language institutions and the Confucius Institute, her identity shifted from a "practical explorer" to a "procedural executor" and eventually to a "scientifically guided practitioner." Zhou Zhou, after receiving professional education in China, became a "reflective practitioner" through the "Mingde" program. After moving to Spain, she became an "adaptive practitioner" and ultimately overcame burnout to become a "lifelong learning innovator." Lan Hua started as an "imitative practitioner" and evolved into a "research-oriented constructor" through textbook development. In mid-career, she transitioned into a "teacher educator," playing a central role in Chinese language teaching practice in Spain. These teachers' stories reveal how they constructed and reshaped their teacher identities through practice, reflection, and adaptation across different educational environments and career stages.

5 Discussion

This section discusses the evolution of identity construction trajectories among local Chinese language teachers in Spain. Through case studies of four local teachers, four identity development trajectory units are summarized: gradual expansion, crisis reconstruction, adaptive migration, and radiating sublimation. These correspond respectively to the expansion of knowledge and skills, the reconstruction of core meaning, adaptation to contextual changes, and leaps in professional realms, reflecting the logic of accumulation, conflict, adaptation, and transcendence in teacher growth. Further analysis of the four teachers' career trajectories reveals that their identity positioning shifts and the sequencing of trajectory units exhibit phased combinations, influenced by factors such as the macro professional teaching ecology, meso institutional field characteristics, individual initial resources and native language identity capital, as well as individual agency and continuous learning.

6 Conclusion

This chapter summarizes the dynamic and complex nature of identity construction among local Chinese language teachers in Spain, emphasizing the impact of individual agency and its interaction with external environments on identity trajectories. It provides theoretical and practical guidance for the professional development of international Chinese language teachers.