A Case Study Of Senior High School Novice English Teachers?Identity Construction In The Context Of Classroom Practice

The early stage of an individual?s career is a critical period for the development of L2 teachers.At this stage,teachers are usually faced with insufficient teaching experience,inadaptability to unfamiliar environment and other internal and external pressure,so the construction of novice English teachers? identity is not an easy process.Although at abroad some scholars have carried out relevant researches on L2 teachers? identity construction,there are few researches on L2 teachers? identity construction in China.In addition,the research on novice L2 teachers? identity construction is less focused on senior high school English teachers.This research takes a case study approach to deeply discuss the teaching and studying process of two senior high school novice English teachers and the construction of their teacher identities based on classroom practice.There were three research questions in this paper.How do high school novice English teachers learn to become professional teachers? What classroom practice contributes to the construction of teacher identities? How do novice English teachers? emerging identities shape their teaching practice?As a diachronic study,the researcher investigated and recorded the two novice teachers? teaching experience and feelings in the first semester in their work.Sources of data include: interviews,teaching journals,stimulated recalls,classroom observations,video tapes of classes,and documents.Data analysis is carried out at two different levels: within-case analysis and cross-case analysis.The collected data are divided into two categories:(1)classroom practice that shaped teacher identities(2)changes in teacher identities that influenced classroom practice.By following two novice teachers,Song and Wang,for one semester and combining data on narrated identities and enacted identities,we record how novice teachers negotiate their relationship with students and how to use teacher authority effectively and eventually become L2 teachers.Based on the above analysis framework,this paper discusses how the classroom practice of the two teachers helps them to construct their teacher identities,and how their emerging identities,in return,changed their classroom practice.The research reveals that the construction of teacher identity and the changing classroom practice are closely related and can influence each other.We noted that the transition from being a graduate student to being a teacher was not a quick and automatic process,even for individuals who have made a clear commitment to be L2 teachers.For the two novices in this study,it was through the learning-in-practice process that they began to see themselves as teachers.Some aspects of sustained practice contributed to the development of teacher identity,such as developing relationship with students,honing basic instructional skills,identifying what is important in teaching and developing an area of expertise.The emerging identities of these two novices in turn influenced their classroom practice,involving strengthening teacher authority,a better understanding of teaching and learning and losing initial enthusiasm for students.This study also points out some implications for L2 teacher researchers,L2 teacher education,authorities and schools.In the end,this study points out its limitations and provides suggestions for future studies.