校外培训机构伴随着学校主流教育的存在而存在，目的是帮助学生补习或精进校内的学术性学科知识。机构教师作为机构教育服务的提供者，不仅以普遍意义上的教师身份存在，同时也是以营利为目的的教育公司的雇员。从研究角度看，国内外对校外培训领域的研究主要聚焦在宏观的层面，如校外培训行业的成因和其对教育公平的影响等，极少有研究将视角对准机构教师个体；从现实角度看，机构教师的身份认同是影响其专业发展、职业稳定性和教学质量的重要因素。 因此，校外培训机构教师的身份认同是一个兼具理论和现实双重意义的研究方向。

本研究从校外培训机构教师的角度切入，采用了叙事研究的方法，综合多方面考量选取了三位校外培训机构的教师，采用半结构式访谈和生活文本分析的方式来收集资料。在对三位教师的叙事进行解读和分析时，本研究纵向上遵循了时间线的顺序，以确保叙事的完整性，横向上从制度、人际关系和自我三个层面对故事进行铺排和记录，并基于此来分析三位机构教师身份认同的特点和影响因素。

研究发现，校外培训机构教师的身份认同具有动态发展性和身份重叠性的特点。动态发展性是指机构教师在工作过程中会受环境和自身情感等多方面影响会不断改变其身份认同；身份的重叠性主要指机构教师身上承担着着教育者、营销者和服务者等多重身份，在教学实践中教师要努力协调和重构这些身份。同时，研究发现机构教师身份认同过程受到包括社会文化、机构制度、人际关系和教师自我等多方面的因素影响。社会文化对机构教师这一职业的认同感直接影响着教师的职业体验和归属感；机构的晋升制度和员工管理制度是教师获取良好身份认同的重要保障；“重要他人”作为机构教师建立身份认同的“镜像”，对于其身份认同的影响至关重要；除了外部环境的影响外，教师自身的专业知识和个人经历对身份认同的建构也会有相关影响。

在研究发现的基础上，本研究从社会、机构管理和教师自身三个层面对改善机构教师身份认同提出了建议。社会层面的建议包括：合理看待机构教师的社会身份进行良性舆论引导、联动学校教育和机构教育共同助力学生学业等；机构管理层面的建议包括：建议统一适用的机构教师评聘制度和完善培训制度，从而帮助机构教师获得专业发展和上升途径，进而帮助机构教师解决身份认同的困惑和危机；教师自身方面的建议包括：教师应积极主动进行身份定位，发挥主观能动性，在教学实践中提高反思意识，努力建构积极的身份认同等。

After-school training institutions exist along with the mainstream education in schools, with the purpose of helping students to learn or improve academic knowledge in schools. Teachers of institutions, as providers of institutional education services, not only exist as teachers but also employees of profit-oriented educational companies. From the perspective of research, domestic and foreign studies on the field of after-school training mainly focus on the macro level, such as the causes of after-school training industry and its impact on educational equity, and few studies focus on teachers of institutions. From a practical point of view, the identity of teachers is an important factor that affects their professional development, career stability and teaching quality. Therefore, the identity of teachers in after-school training institutions is a research direction with both theoretical and practical significance.

This research starts from the perspective of teachers in after-school training institutions, adopts narrative research methods, and selects three teachers from after-school training institutions through comprehensive considerations. The materials are collected through semi-structured interviews and life text analysis. The third part of this research is the story and interpretation of three teachers in the after-school training institutions. Vertically, the order of the time line is followed to ensure the integrity of the narrative. Horizontally, the story is arranged and recorded from three levels: system, interpersonal relationship and self, and then the characteristics and influencing factors of the identity of teachers in the three institutions are discussed based on this.

The study found that the identity of institutional teachers has the characteristics of dynamic development and identity overlap. Dynamic development refers to the institutions teachers will be affected by the environment and their own emotional aspects in the process of work which may change their identity. Overlapping mainly refers to the multiple identities of institutional teachers, such as educators, marketers and service providers. In teaching practice, teachers have to coordinate and reconstruct these identities. The identity process of institutional teachers is affected by many factors including social culture, institutional system, interpersonal relationship and teacher self. On this basis, this research proposes suggestions for improving the identity of institutional teachers from the three levels of society, institution management and teachers themselves. Suggestions from the social level include: rationally view the social identity of institutional teachers, positive public opinion guidance, link school education and institutional education to jointly help students with their studies, etc. Suggestions from the institutional management level include: a unified and applicable evaluation and employment system for institutional teachers and a perfect training system, so as to help institutional teachers obtain professional development and promotion paths, and then help institutional teachers solve the confusion and crisis of identity; The suggestions of teachers themselves include: More active identity positioning, stronger subjective initiative, higher awareness reflection in teaching practice ,etc.