主講人介紹：廣東外語外貿大學英語教育學院教授、碩導、副院長、學術委員，教育部重點人文社科研究基地外國語言學及應用語言學研究中心兼職研究員、校級重點人文社科研究基地“機構話語研究中心”負責人。博士畢業于日本九州大學比較社會文化研究院。研究領域包括話語語言學、外語課程、教材、教學法、教師發展。發表學術專著1 部、論文20 余篇，多篇被SSCI、A&HCI、CSSCI 等索引期刊收錄。主持完成教育部人文社科規劃項目1 項，參與國家級和省部級項目多項。寧波諾丁漢大學、加拿大女王大學訪問學者。
內容介紹：At the turn of the new century, countries around the world, especially in Asia, have competed to expand English education to younger learners in primary schools. Transfer-post teachers (zhuangang jiaoshi, 轉崗教師), who are local primary school teachers transferred to teach English, have become the main coping strategy to address the teacher shortage due to the English curriculum reform in China. What has often been overlooked is how these transfer-post teachers navigate their identities and how this may contribute to the success or unsuccess in their professional development. By probing into the identity construction experiences of three transfer-post teachers in a rural region, this paper has found that (1) the basic aspect of their identity has been the institutionally assigned identity, which is rule-based and determined by the educational reform mandates; (2) some of the teachers have been more successful than others in transforming their identities from a rule-based one to a schema-based and creative one by varying degrees of engagement in professional development, which suggests the importance of teacher agency and transforming power in educational reforms; (3) by means of making sometimes imaginative and hypothetical remarks, they have constructed for themselves creative and ideal identities which are in stark contrast with their assigned or rule-based identities. Theoretical and practical implications and recommendations on teacher empowerment and teacher development have been offered.