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Abstract The domestic visiting scholar program is one of the important pathways for in-service teach‐ ers’ professional development in China. However, there is a paucity of research on the outcomes of domestic visiting scholars’ experience. Taking a longitudinal qualitative case study approach, this study examined three college English teachers’ identity transformations during their one-year domestic visiting scholar program. Multiple sources of data were collected, including interviews, WeChat and face-to-face conversations, and some reflective journals. Data analysis showed that three college English teachers gradually transformed their target identities through their engagement in research and study activities. The host university provided the teachers with a supportive learning environment and peer support. Cultural historical background, agency and emotion factors either supported or inhibited the visiting teachers’ identity transformation. This study bears important implications for professional development programs.
Key words: college English teachers; designated identity; actual identity; activity theory
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