ABSTRACT
This chapter explains the teacher identity development, which is the complex interplay of personal and professional identities, stories, and histories. It examines the story and narrative reflections of an early professional, and explores how Krystle, a 28-year-old Chinese English teacher, is constructing her identity though the reporting of challenging episodes either personally experienced or reported from her peers. The chapter analyzes the expression of a teacher's emotions through discourse and narratives/stories. It examines how emotions and their ability to capture teachers' "lived performance" constitute a window into teachers emerging identities. The chapter analyzes how a novice teacher builds her professional self by imposing her identity to the multitude of antagonistic voices, from her family, peers, and superiors. It explores the narrative engagement of a beginner teacher Krystle whose display of emotionality emerges from her reports of challenging and stressful situations experienced during her teaching practice.
