了解我国中学非英语语种教师的身份认同对于多语种人才早期培养非常关键。本文采用质性案例研究方法，探讨6 位中学法语教师在职业发展过程中的身份认同构建和转变。研究发现，法语师范教育的缺失导致了师范化路径多样化。中学法语学科地位解释了法语教师身份的多元重叠和职业发展困境。教师自身的能动性决定了不同程度的身份认同危机是否化解。本文为多语种教师发展研究提供了有针对性的视角和研究方法，也为法语师范教育提供借鉴。

Understanding the identity of non-English language teachers in Chinese secondary schools is crucial for the early cultivation of multilingual talents. This paper adopts a qualitative case study method to explore the construction and transformation of identity among six secondary school French teachers during their professional development. The study finds that the absence of French teacher training has led to a diversification of pathways into the profession. The status of French as a secondary school subject explains the co-existing identities and professional development challenges faced by French teachers. The teachers’ agency determines the extent to which their identity crises can be resolved. This paper provides targeted perspectives and research methods for the study of multilingual teacher development and offers insights for French teacher training.