Cognitive, Emotional, and Behavioural Construction of Pre-Service English Language Teacher Identity

Abstract

This study investigates how the curriculum of a pre-service English language teacher education programme in China shapes the professional identity of non-native English-speaking student teachers (NNESTs). Drawing on a constructivist framework, the research examines how cognitive, emotional, and behavioural dimensions of identity are cultivated through curriculum content. Using content analysis in NVivo 14.0, 38 course syllabi and one policy document from a private Chinese university were analysed. Findings reveal a pronounced emphasis on the cognitive dimension, with curriculum documents prioritising pedagogical knowledge, linguistic accuracy, and subject mastery. While these cognitive components are essential for developing teaching competence, the limited presence of emotional and behavioural content reflects a narrow and incomplete approach to professional identity construction. This imbalance is particularly concerning for NNESTs who often face additional pressures related to linguistic legitimacy and self-confidence in English Language Teaching. The findings highlight the need for a more systematic integration of affective and behavioural elements, such as reflective practice, emotional resilience, and professional agency, into teacher education curricula. Underemphasising these dimensions risks the curriculum reinforcing a deficit view of NNESTs and hindering the development of well-rounded, confident educators.