Teacher identity construction has drawn great attention in applied linguistics. Although many achievements have been made in this area

inadequate study has been carried out concerning the identity construction of foreign teachers. This study discusses how the changing teaching contexts generate new demands for foreign teachers of English as a foreign language in China

and how their ideology in teaching affects their identity formation and practice. It is based on a narrative inquiry of the professional identity of an EFL teacher

Kent

in a Southern-China university. The study examines Kent’s lived experience as an EFL teacher throughout his 3 years of teaching in China

and it explores how he has adapted

struggled and transformed his conception of his identity as a teacher in response to the changing cultural context.