A Case Study On The Professional Agency Development Of Pre-service English Teachers In Curriculum Reform Period Under The COVID-19 Influence

Teacher’s professional agency is the key ability to promote teacher development and education reform,while professional agency level of pre-service teachers in the preparation stage has a profound impact on future teacher professional development and teacher training.Understanding the status quo of pre-service teachers’ professional agency and main affecting factors can provide an important theoretical and practical basis for improving pre-service teachers’ professional development.In COVID-19 period,what choices and actions pre-service English teachers will make to promote professional development and actively play their professional agency,these issues are worthy of in-depth study to provide reference for future teacher education.This study bases on the ternary interaction theory and sociocultural theory,and divides the professional agency of pre-service English teachers into three dimensions:personal agency,proxy agency,and collective agency.The research combined quantitative and qualitative research,with 102 education masters from H Normal University as the subjects,conducted inquiry on the condition of pre-service English teachers’ professional agency development and main influencing factors,so as to provide scientific basis for effectively promoting professional agency development.The study finds that the overall professional agency of pre-service English teachers is at a relatively high level,in which personal agency level is higher than proxy and collective agency,and there is a significant positive correlation between the three aspects and they positively impact each other.And invisible epidemic impact is revealed through internal and external factors,specifically,personal learning experience,professional motivation,teaching beliefs,and emotional interest are used as internal factors and external organizational support,curriculum settings,internship arrangements,peer communication,teacher-student interaction and other environmental factors can promote or hinder professional agency,among which,peer support,sharing of seniors,and practicum experience play the most significant role.It is found that pre-service teachers do not have a deep understanding of curriculum reform,but they are willing to participate in future English reforms,reflecting their strong active inclination.