Abstract:As the new and backbone force of the deepening reform and development of higher education, young teachers’ identifi? cation with their own professional identity is related to thechoice of professional behavior and the direction of their individual develop? ment. By interpreting Lefebvre’s three - dimensional analysis of the concept of space, including spatial categories, spatial evolution history, and the relationship between spatial practice concepts and teacher identity, it found that there is a spatial dilemma in the pro? fessional identity of young teachers inChinese universities, which manifests itselfas the isolation and spiritual emptiness of the identity in the spatial category, the identity confusion in contradictory and differential spaces, and the identity concealment and deformation in spatial production. To solve the dilemma, it is necessary to pay attention to the construction of spatial community of “organic unity”and to dispel the loneliness ofprofessional identity ; to create memorial space to achieve the poetic return of professional identity; and to promote spatial emancipation and to depict a pluralistic and open image of the teaching profession.