A Qualitative Research On Influencing Factors Of Art Exam Tutors’ Professional Identity Formation In An Exam-Oriented Education Context

Abstract

This qualitative study explores the factors influencing the professional identity formation of art exam tutors within China’s exam-oriented educational context. Situated in two private art exam training institutions in Shandong Province, the research utilizes qualitative research guided by Clandinin and Connelly’s three-dimensional narrative space framework and Beijaard’s theory of teacher identity. Data were collected through semi-structured interviews with six experienced art exam tutors. Through thematic coding analysis, the findings reveal that tutors’ identities are shaped by complex interactions across temporal, social, and spatial dimensions. Temporally, early educational experiences, pivotal career transitions, and future professional aspirations significantly influence tutors’ identities. Socially, national educational policies, exam-oriented culture, market-driven institutional pressures, and micro-level interactions with students and administrators shape tutors' professional self-perceptions. Spatial factors, including teaching environments and regional cultural variations, further contextualize their experiences. The study highlights the tensions art exam tutors navigate between educational ideals and practical demands, providing insights into the identity struggles unique to this underexplored educational group. These findings contribute to broader discussions on supporting art educators’ professional development within challenging educational settings.