AnalysisofthenewEnglishteachersconstructprofessionalidentityformationandinfluencingfacto

1、An alysis of the new En glish teacherscon struct professi onal ide ntity formati on andin flue ncing factorsPapers Keywords new schoolen viro nment,teachers professional identity case study of English Abstract This study used case study method, by tracki ng an En glish Teachers College graduates to

2、work in the first two years the whole process of trying to un dersta nd the new En glish teachers con struct their professi onal ide ntity developmentof teachers and the school environmentchanges in the constructionof various factors on thespecific effects of professional identity and role. The resu

3、lts show that: the new En glish teacher con structi on of professi onal ide ntity has un derg one a step cha nge in the developmentprocess,includingthe school steacher-stude ntrelati on ship,the relatio nshipbetwee ncolleagues, worken viro nmentand teach ing activitiesresult of the in teracti on lea

4、d ing to cha nges in teachersprofessi onal ide ntity con structi on of the exter nal factors, and the new teacher s self-reflection of internal factors.In rece ntyears, with further research, teacherprofessi onalide ntityhasbecomean in depe ndentresearch topic, the definitionof professionalidentityo

5、fteachers, researchersagree that bothrefer to a process,but also refers to astate.Process is that teachersProfessi onalide ntityis anin dividualfrom their ownexperie neeof self-evolved, to confirmtheir role in theprocess ofteachers, state is thatteachers, teacherprofessi onalide ntityis present in t

6、hein dividual s ownlevel of acceptaneeof theteach ingprofessi on(WeiShuhua, Hillwas light, 2005.Factorsaffect ingteachersprofessi onalide ntityandpers onalfactors,environmentalfactors, and the interactionbetweenthetwo will affect the formationof professionalidentity ofteachers as a new teacher, firs

7、t coach ing experie nee in the school affect the constructionof teachers professionaliden tity,thus affect ingits professionaldevelopme ntofteachersprevious research focused onthe impactofteachers professi onalide ntity of school factorsoftheoreticalinqu iry,thelack of empiricalin-depthsurveyfor sch

8、ool teachers what impact the new con structi on of professi onal ide ntity, professi onal ide ntity of these effects lead to a teacher what cha nges occur, what is the impact of new teacher professi onal ide ntity of the root, which is the core of this article attempts to an swer questi ons.First, t

9、he research methodsStudy is M teacher, graduated from the 2009 En glish Teachers College, now a primary focus of any English teacher, this teacher through case studies of M of an investigation,which lasted two years, two main researchtool is educati on n arrative, each A total of 32 semester 8, and

10、in terviews, the main form of semi-structured in terviews,teacher educati on around the M n arrativeofthe feeli ngs and cha nges un der way.Second, data an alysis and discoveryThe researchers collected data on the qualitative an alysis, to find materials in thelocal con cept in cursresearchers frequ

11、e ntly used, used to express the way they see the world the con cept of (Che n Xia ngming :163-172, then the teacher s analysis of M changes in teachers professi onalide ntity con structi on of the schoolen vir onment and developme nt and the various factors on the M teacher professi onal ide ntity

12、of teachers.The results found: M teachers work in two years,show ing the con structi onof professi onalide ntityofteachers stage changes.The first stage is worried ,the firstcon tact to the face of all tasks, M teacherperformanee very nervousthe secondstage is the con fide nee in the school after a

13、period of time, whether teach ing or classroom man ageme nt, M teachers are very con fide nt performa nee in these two years, M teacher in the school en viro nment in volved in the teacher-stude ntrelati on ship,the relatio nshipbetwee ncolleagues, worken viro nment,and feeli ng a lot ofteach ing ac

14、tivities and other aspects. M teachers teach ing in every time after sum up their gains and losses.Third, the results and discussi on1. M teacher con structi on of professi onal ide ntity ofteachers show a step cha nge started schoolinSeptember .2009, M teacher ushered her first Teacher sDay, as a n

15、ew teacher in the n ewly recruited staff of the first Teacher s Day, M teacher concerned that students do not un dersta nd themselves, because too little time in con tact with stude nts, but the results still have a few childre n remember the n ame of M teacher, and sent cards to her. M teachers imm

16、ediately concerns the hearts of theen thusiasm of the stude nts dilute, and thus lame nted that this I became a teacher of the people is the first Teacher s Day, happ in ess, i nspirati on, hope, morale is the day I deeply feel. After 11 holidays to face the upco ming first pare nts, M for the pare

17、nt teacher What would say was very worried, because this is her first meet with the student s parents, but as parents, teachersask theirchildren to the M state of learning, M teacher gradually find out the issues of concern to pare nts, to help stude nts from solve the difficult learning proceed car

18、efully with pare nts to talk and eve ntually the pare nts will successfullyheld. M students traveling teacher for the first time the organization was filled with anxiety, the previous day sni ght, powerless to worry about tomorrow, I will be out oftrouble, forfear ofsome things.,but whenI see thesmi

19、ling faces filledwithstude ntsof my heartworriesimmediatelydisappearedfrom theactivities, Mteachersand studentshavemorecon tact with stude ntsfrom thestudent spoi ntofview toun dersta nd,therebydeepe ning and stude nt feeli ngs, felt a sense of happ in essas a teacher for the upcoming debut of the n

20、ew classteacher, M teacher heart bega n to feel n ervous,notknowing how to prepare lessons, her master from theteacher every detail of the M preparationcourses forCommentsand improvements,for a numberof lecture,cul min ati ngin colleagues to en courage, M is theteacher s less on made very successful

21、 debut, got all the praise by the appearanee of classes, M teachers and colleaguescom muni cati onto get valuable experie nee,and better and faster in tegrati on into the collective.(2)teacher-stude ntrelati on ship,therelatio nshipbetwee n colleagues,work environmentandteach ingactivities that affe

22、ctthecon structi onofteachers professional identity of the external factors just en tered the job, M a stude nt into a teacher from a teacher, the role of the con vers ion, so that M teacher can not help heart full of apprehe nsion, worry about the attitude of the stude ntson their own, but in the n

23、 ext con tact withstude nts,M is the teacher beg inningto feel the lovelychildre n,willi ng to com muni catewith them,moreexchanges, the distanee between teachers and students from the This n arrow. good teacher-stude nt relati on ship is to enhance the professionalidentity of the new English teache

24、r intrin sic motivati on. As a new teacher, lack of experienee in teaching,sothat M old teacher with an ope n mind to other teachers to learn, colleagues often attend each other between the observati on and evaluatio n, each put forward their views, especially as M master teacher, her teach ing is t

25、o improve teachingmethods play an importantrole. Mutual helpamong colleagues, let M teachers do not feel alone in the dark, but quickly into this new family, the old teacher as an example, the teachingprofessionto establish positiveiden tity, harm onious relati on ship to their colleagues in the con

26、 structi on of professi onalide ntityof teachers toprovide a stro ng guara ntee.First, to attract teachers chooseM to teachprimary reasons for this, not only because the primary focus is the city, this school is to be a beautiful campus en vir onment attracted wide playgro und, school build ings ful

27、l of playful, comfortable office en vir onment, the school Each corner full of students and teachers of humanistic care. the face of the office of a rest and magaz ine read ing room, work and leisure combine the M teachersfeelhappy, to become worthy of worki ng in such an elega nten vir onment in mu

28、sic to enjoy a good teacher. From thiswe can see the beautiful campus en viro nment for the M teacher s career motivation,and thus enhance theprofessi onal ide ntity of the new En glish teacher level.In these two years, the M teachers get teach ingexperie nee, the main way to quickly enhance and act

29、ivelyparticipatein school organizations,academic researchactivitiesoftheschool outsideBeijingare oftentheprimaryschoolsandteach ing activities, pleasetheirteachersintheelitewith the teachingobservationandevaluati on, lear ning excha nge, thus M teacher exclaimed,In this atmosphere of academic study,

30、 the in flue neeIwas a golde n - and the n hope that next year the honor to participate in this seminar! rich teaching and learning activities is to promote the M the formationof positiveteacher professi onal ide ntity of teachers corn erst one.3 self-reflectio n is the impact of new professional id

31、entity of English teachers in the internal factors. America n psychologist Pos ner (GJ Pos ner gives asimple formula for the growth of teachers: Teacher Experie nee + Reflecti on = Growth. M teachers to teach in two years duri ng the in con tact with stude nts, colleagues, exchangeof experienee betw

32、een, enjoy the beautifulcampus en viro nment and participate in teach ing activities in a timely manner to reflecton the teach ing professi onhas become more in-depthunderstandingof their ownprofessi onalide ntityhas also bee n improved mainlyreflected in the accumulatio n of practical kno wledge, t

33、he old teachers, new teachers and more tha n practical knowledge, but we do not pay attention to each new teachers and old teachers practical kno wledge tha n less, dependingon whether the teacher is to reflect only ,because the teach ing reflecti on is an importa nt way to the formati on of practic

34、al kno wledge. M teacher good at the self-reflectionafter teachingactivities to accelerate theaccumulati on of her practical kno wledge to help enhance teachers professional identity. teacher s practical kno wledge is not explicit kno wledge, it is the uncon scious use, including the function of tac

35、it knowledge, practical kno wledge is the teacher of teachers formed the basis of pers onalexperie nee,withpers on alizedcharacter ofkno wledge(Che nXiangming, 2003) thatin dividualteachers in a sharedenvironmentproduce practicalkno wledge, usually sile nt, elusive kno wledge, reflecti on, or throug

36、h teacher narrative, narrative expression was able to ope n the teacher from no vice to become a mature professi on als,teachers of practicalkno wledgewhichplayed a decisive role in (Zhai Yan, Yang Chunfang, 2008.In this paper, qualitative case study exam ines a new two-year En glish teachers to teach the whole process, in-depth an alysis of the teacher in the process of cha nge in professionalidentitydevelopmentand constructionfactors The study found that a new professi onal ide ntity of English teachers buildinghas undergonetwo significan