Navigating Power and Identity: A Narrative Inquiry of a Chinese Immigrant Teacher in Finland

Teacher identity has been examined through various perspectives and methodologies. This chapter drew on a political and practical perspective on teacher identity and used a narrative inquiry approach to explore evolving and multi-layered process of identity formation and negotiation of a Chinese immigrant teacher in Finland. Through analysing a series of reflective journals, we explore a Chinese immigrant teacher’s experiences working as a Chinese language teacher in Finnish schools, focusing on how personal experiences, professional contexts, and socio-political factors interact to shape her teacher identity. The findings of this study aim to provide insights into the ways in which personal, professional, and socio-political factors influence immigrant teacher identity formation and professional development, illuminate the opportunities and challenges encountered by immigrant teachers in Finland, and how their professional identity and growth could be better supported.