A Case Study On The Construction Of Teacher Identity Of English Teacher

This thesis is written based on that teacher is one of the prominent components indetermining the process of how teaching is conducted and to examine teacher identityis probably a good way to understand teachers.In the last decade, teachers’ professional identity has appeared as a separate field.Several researchers have draw on the definition of identity used in the sociology andphilosophy. The concept of professional identity is also used in various ways in thedomain of teaching and teacher education. In some studies, professional identity hasalready been related to teachers’ concepts or images of self. It was proposed that theseconcepts or images of self determined in what way teachers teach, they develop asteachers, and their attitudes toward education changes. In other studies of professionalidentity, the emphasis was shifted to teachers’ roles, whether or not in relationshipwith other concepts, or on concepts as reflection or self-evaluation that are significantfor the development of professional identity. Moreover, professional identity refers notonly to the impact of the conceptions and anticipation from other people, includingwidely accepted images in society about what a teacher should know and do, but also towhat teachers themselves find crucial in their professional work experience andpersonal lives on the basis of both their practices and background. Both of the two sidesof professional identity seem interactive with each other, but has differentlyemphasized by researchers. Knowles (1992), thereby, characterized professionalidentity as an obscure concept in the sense of what everything is integrated in theso-called identity.The main research questions that I am addressing in study are1. How classroom practices contribute to the construction of L2teacher identity?2. How does L2teachers’ emerging identity manifest itself in and shape theirteaching practice?According to this, the research results show as follows: Firstly, the process of teacher identity construction in the first three semesterswhich makes a novice teacher to a comparatively experienced teacher. ThroughSharon’s narration, this study mapped out a clear account the professional identity theteacher constructs in English classroom teaching as a moving process. In this study,Lave’s situated learning theory helps us to find out her learning process in herclassroom practice which has given her opportunity to obtain her professional identitythrough her interactions with students and exchanges with her colleagues and her self.In turn, with the development of her identity as a language teacher, her teacher identityenhanced her classroom practice.Secondly, the study aims to provide a holistic picture of the ways the teacherconstr ucts her professional identity in classroom discourse．Specifically, whichdiscursive rules， and which linguistic devices are employed in teacher identityconstruction．By mainly adopting Fairclough’s approach to discourse analysis， thisstudy described the classroom discourse from the perspective of high modality, topiccontrolled，low politeness, exchange structure and the employment of academic termsin her discourse. Therefore，it does not just aim to reveal the linguistic features of theclassroom discourse， but goes deeper：showing the process of identity building in theclassroom teaching from a novice to an experienced and the social aspects of theteacher discourse．...