本文采用叙事探究方法，研究大学英语教师在评估改革中的身份转变及其影响因素。本文在一名大学英语教师评估实践故事的基础上，分析该教师在评估改革中的“实际身份”与“目标身份”，及其身份转变过程。研究发现，教师身份是个经历“变”与“不变”的复杂过程。本文指出，教师身份是在社会和历史两大维度的交织影响下，在专业自我和个人自我两大力量的冲突、协商与调和中，构建和发展起来的。

This paper explores Chinese college English teachers’ identity change and various influences on such change through the narrative inquiry approach. Based on the stories of a college English teacher’s assessment practice, this research analyses the gap between her ‘actual identity’ and ‘designated identity’ and the process of identity change. The study finds that some sub-identities of the teacher have changed while some others remain unchanged. Based on an analysis of the ‘changed’ and ‘unchanged’ identities, this paper discusses the complexities of teacher identity construction. It further argues that teachers’ identities are greatly influenced by socio-cultural and historical factors and develop in the process of negotiation and settlement of the conflicts between teachers’ ‘professional self’ and ‘personal self’.