In recent years, following the introduction of China’s New Liberal Arts policy, university English education has gradually shifted from general language instruction toward the development of students’ discipline-specific English proficiency. In response to this trend, many universities have adopted English for Specific Purposes (ESP) as part of broader language-teaching reforms, leading to the transition of teachers from General English (GE) to ESP instruction. This transition has placed pressure on Chinese EFL teachers, requiring them to reorient their teaching practices, reconsider their career trajectories, and renegotiate their professional identities. As a result, questions surrounding teachers’ professional development (PD) have become increasingly important. However, limited research has examined the professional experiences and developmental needs of ESP teachers in the Chinese context, leaving a significant gap in the literature.

        The study explores ESP teachers’ professional development through the lens of identity, with particular attention to their lived experiences, challenges, and professional needs. The study adopts Kaplan and Garner’s (2017) Dynamic Systems Model of Role Identity (DSMRI) as its theoretical framework. The DSMRI conceptualises identity as a complex and dynamic system shaped through the interaction of four interrelated components: (1) ontological and epistemological beliefs associated with a professional role; (2) the goals and purposes underlying that role; (3) self-perceptions and self-definitions within the role; and (4) perceived possibilities for action and decision-making. By applying this framework, the study seeks to better understand the dynamic relationship between identity construction and professional development among Chinese ESP teachers.

        Accordingly, the study addresses the following research questions:

1. What professional development challenges do Chinese ESP teachers experience during the transition from GE to ESP teaching?

   2. How do Chinese ESP teachers perceive and respond to these challenges in relation to their professional identities?

        To address these questions, the study adopts a qualitative research approach supported by multiple methods of data collection. A case study design was selected to facilitate an in-depth exploration of teachers’ experiences within a specific institutional context. According to Creswell (2014), case study research enables researchers to develop a detailed understanding of a bounded system through extensive data collection over time.

        The research was conducted at a prestigious university located in an inland city in mainland China, referred to in this study as “University Z.” Thirteen ESP teachers currently employed at the university participated in the study. Data were collected from three main sources: interviews, classroom observations, and institutional documents. Semi-structured interviews served as the primary source of data, while observations and documents were used to supplement and triangulate the interview findings. Data collection was conducted across three stages: the pre-stage, ongoing stage, and post-stage. Following data collection, a biographical approach was employed to develop a comprehensive understanding of each participant’s academic, educational, and teaching experiences. Subsequently, thematic analysis was applied to identify and interpret recurring patterns and themes across the qualitative data.

A qualitative research approach was adopted to investigate the PD challenges faced by Chinese ESP teachers and the strategies they employ to address these challenges. In the context of this research, qualitative methods are relevant given the intricate and context-specific nature of PD challenges in ESP teaching in China. This study asserts that PD is embedded in the socio-cultural and educational contexts of the participants. The qualitative approach not only enables an exploration of PD but also provides a platform for teachers to voice their concerns, share their experiences, and reflect on their coping strategies. This alignment between the research objectives and the qualitative methodology ensures that the study captures the complexity and depth of the participants’ experiences, contributing valuable insights to the field of ESP teacher development. Furthermore, a case study approach was selected as the primary design. Creswell (2014) defines the case study approach as a research design in which the researcher investigates a program, event, activity, process, or individual by collecting extensive information over an extended period, often using multiple data-gathering methods to ensure a comprehensive understanding. Van Wynsberghe and Khan (2007) describe case study approach as involving empirical inquiries that examine the real-world context of a specific phenomenon, emphasizing that case studies provide narratives that offer valuable insights into the analytical challenges associated with complex issues. These definitions highlight the suitability of the case study approach, making it an ideal choice for studies that require nuanced and detailed analysis. This study has recruited a total of 13 ESP teachers during the participant-recruitment stage. Drawing on the frameworks established by Huberman (1989) and Feiman (2001), teaching experience was categorized into stages: novice teachers (1–3 years), early career teachers (3–5 years), mid-career teachers (5–10 years), experienced teachers (10–20 years), and veteran teachers (more than 20 years). These categories provided a way to assess the PD and identity formation of ESP teachers across different career stages. the study utilized three types of data: interviews, observations, and documents. Among these, interviews served as the primary source of data, providing direct verbal responses from participants. Observations and documents were used as supplementary data to support and validate the interview findings. The documents provided a macro-level perspective, while observations either confirmed or challenged the participants’ statements from the interviews. Together, these methods allowed for a comprehensive understanding of the challenges and individual solutions related to PD in its multilayered nature.

In this study, participants demonstrated significant agency in managing their professional development across multiple dimensions. However, it is noteworthy that some expressions of teacher agency also reflected a seemingly helpless “self-protective” mechanism when existing educational systems and environments hindered professional growth or threatened career sustainability. While previous studies on the GE-to-ESP transition frame the dilemma around three core issues—low confidence in subject knowledge (Tsou & Chen, 2014), ambiguity in disciplinary positioning (Meristo & López Arias, 2020), and career uncertainty (Gao & Cui, 2021)—our findings reveal these challenges as symptoms of systemic institutional failure rather than merely individual shortcomings. Despite teachers’ persistent efforts to adapt and improve their situations through various forms of agency, fundamental policy and systemic failures render their individual efforts insufficient to overcome structural barriers. Firstly, this study has revealed the impact of institutional instability on professional identity development in ESP education. The repeated restructuring of ESP programs—transitioning from comprehensive interdisciplinary offerings to peripheral electives—demonstrates a case of homogenization. Secondly, this study illuminates the complex dynamics of disciplinary marginalization across diverse institutional contexts, revealing how power structures and academic hierarchies influence the positioning of ESP programs (Hou & Wilder, 2015; Farah, 2018). This marginalization exhibits distinct patterns depending on the institutional setting, each presenting unique challenges for ESP development and recognition. Thirdly, the top-down mandatory reform model overlooks the circumstances of frontline teachers and lacks necessary transition periods and supporting measures (Serhiienko et al., 2024). Last but not least, the overemphasis on educational instrumentalism and utilitarian tendencies has led to the neglect of teachers’ subjectivity and professional autonomy. The value of teaching work is not fully recognized, and teachers often experience a lack of agency during educational reforms (Klassen & Chiu, 2010).

Anderson, F. (2018). Intercultural (mis)communication in teacher‐student interaction. World Englishes, 37(3), 398–406. https://doi.org/10.1111/weng.12326 Arnó-Macià, E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63–73. https://doi.org/10.1016/j.esp.2014.06.007 Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001 Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133–156. https://doi.org/10.2307/40264514 Cai, J. G. (2015). 中国专门用途英语发展回顾、问题和任务 [Development review, problems, and tasks of ESP in mainland China]. Journal of Xi’an International Studies Universities, 23(1), 68–72. Cai, J. G. (2019). 现代教育范式视域下的公共英语: 从 1.0到 2.0转型 [EGP versus ESP in College English teaching from the perspective of education paradigm shift]. Foreign Language and Literature, 35(5), 138–144. Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563–577. https://doi.org/10.1016/j.tate.2005.03.001 De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3–14. https://doi.org/10.1111/modl.12368 Elliott, K. (2015). Teacher performance appraisal: More about performance or development? Australian Journal of Teacher Education, 40(9), 102–116. https://doi.org/10.14221/ajte.2015v40n9.6 Ennerberg, E., & Economou, C. (2020). Migrant teachers and the negotiation of a (new) teaching identity. European Journal of Teacher Education, 44(4), 587–600. https://doi.org/10.1080/02619768.2020.1788536 Fahim, M., & Haghani, M. (2012). Sociocultural perspectives on foreign language learning. Journal of Language Teaching and Research, 3(4). https://doi.org/10.4304/jltr.3.4.693-699 Fairclough, N. (1989). Language and power. Longman. Gao, F. (2012). Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong. Teachers and Teaching, 18(1), 89–99. https://doi.org/10.1080/13540602.2011.622558 Gao, X. (2024). Research on innovative practice of college English teaching mode under the background of internet+education. Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13-15. https://doi.org/10.4108/eai.13-10-2023.2341237