From pre-service to sustained innovation: phased professional growth of exemplary rural PE teachers

Abstract

Physical education (PE) teachers in rural China face unique challenges, often entering the profession through self-directed learning with limited institutional support. While existing stage-based models derive primarily from urban contexts, rural trajectories remain underexplored. This retrospective qualitative case study investigates career trajectories of five exemplary rural PE teachers in northeastern China, addressing: (1) how career stages manifest, and (2) what personal and contextual factors shape each stage. Data were collected via interviews, observations, and textual artefacts (2024–2025). Participants were purposively selected based on teaching awards, title advancement, and leadership roles. Findings reveal a five-phase cycle: Pre-service (passion-driven preparation), Induction (adaptive integration), Competency Building (pedagogical mastery), Enthusiastic and Growing (student-centred innovation), and Sustaining and Innovating (continuous professional engagement). These stages emerged inductively and were neither strictly linear nor time-bound. Across phases, teachers navigated trajectories through intrinsic drivers (e.g. goal-setting, persistence) and strategic use of supports (e.g. mentorship, policy initiatives). The study extends existing models by showing that, for exemplary teachers in resource-constrained settings, later career can involve proactive renewal rather than decline. Practical implications include phase-specific interventions: cultivating passion-to-profession connections in pre-service, accessible mentorship during induction, and innovation pathways for mid-career sustainability.