This study takes a transformative learning lens to gain insights into Western foreign teachers’ identity as educators and professional confidence in online teaching at a Sino-British university. The biographical narrative interpretive method was used for data collection and analysis. The researcher gathered critical incidents during the pandemic through in-depth interviews with six Western foreign teachers. Western foreign teachers encountered dual-dimensional challenges: one related to cultural differences in teaching and the other caused by a shift to online teaching. Western foreign teachers’ belief in their professional identity as educators anchored by their pedagogical and curricular rationales helped them overcome workplace challenges. Through action-taking and critically reflecting on their experiences, Western foreign teachers gained skills and competencies that promoted their confidence in transnational education. This study developed a framework to explain teacher identity as educators and professional confidence development in teaching as an iterative process led by transformative learning. The reflective practice serves as a medium to help Western foreign teachers construct experiences in unfamiliar situations. The study makes a practical contribution to understanding Western foreign teachers’ professional development, which can be used for recruitment and retention.

本研究采用变革性学习的视角，深入了解西方外教作为教育者的身份以及对中英大学在线教学的专业信心。传记叙事解释法用于数据收集和分析。研究者通过对六位西方外教的深度访谈，收集了疫情期间的关键事件。西方外教遇到了双重挑战：一个与教学中的文化差异有关，另一个是转向在线教学造成的。西方外教以其教学和课程理念为基础的教育者专业身份信念帮助他们克服了工作场所的挑战。通过采取行动和批判性地反思他们的经历，西方外教获得的技能和能力增强了他们对跨国教育的信心。本研究开发了一个框架来解释教师作为教育者的身份和教学中专业信心的发展是一个由变革性学习引导的迭代过程。反思性实践作为一种媒介，帮助西方外教在不熟悉的情境中建构经验。该研究为了解西方外教的专业发展做出了实际贡献，可用于招聘和留用。反思性实践作为一种媒介，帮助西方外教在不熟悉的情境中建构经验。该研究为了解西方外教的专业发展做出了实际贡献，可用于招聘和留用。反思性实践作为一种媒介，帮助西方外教在不熟悉的情境中建构经验。该研究为了解西方外教的专业发展做出了实际贡献，可用于招聘和留用。