The Exploratory Research On College English Teachers’Professional Identity

Teachers’ professional identity is rooted in professional socialization and professional development. It is a process in which individual teacher gradually learns to be a teacher by contacting with the social culture constantly; it is also a process in which a teacher continues to engage in self-reflection, perceive self-image, formation and construction of the understanding and significance as a teacher in the teaching practice. The domestic researches on teachers’ professional identity started relatively late. However, in recent decades, more and more researchers analyze the questions of teacher development from the viewpoint of identity and some useful results are obtained. The issue of teachers’ professional identity is becoming one of the interested subjects for researchers nowadays. Undoubtedly, under the people’s extensive concern and the practice of teacher professional development, research on teachers’ professional identity problem has vital realistic significance and practical value.Inspired by the previous researches, and under the guidance of relevant theories, this study adopts the combination of quantitative and qualitative research methods to investigate college English teachers’ professional identity and its affecting factors through the survey of143English teachers in8colleges and universities in Guilin, aiming to objectively understand its situation and reveal the existing problems, and then, try to find out related strategies after the analysis of the problems.The data are analyzed respectively by means of traditional and advanced statistical analysis on static method and the results are showed as follows:(1) College English teachers possess a high level of overall professional identity. Among the five dimensions, professional competence, professional emotion and professional behavior are at high levels, and the highest level of identity is professional behavior.(2)Teachers’ professional quality and professional development are at medium levels, while professional quality is at the lowest level of identity.(3)Through the analysis of questionnaire and interview, it is also found that personal factor, professional factor and social and organizational factors have different degrees of influence on college English teachers’ professional identity, and personal factor is the most.According to the research findings, this study discusses the relevant strategies for the formation of teacher professional identity in terms of individual teacher, school and society. Concerning individual teacher, it can inspire teachers’ subjective consciousness, cultivate teachers’ professional emotion through telling the life history about being a teacher. For school, firstly, it is to construct teacher learning community, and more consideration should be given to the requirement of university teachers’ title assess, then, school should response to teachers with more motivation and encouragement. In terms of society, it can further raise teachers’ reputation and improve their social status, and to improve their working conditions, so as to provide a certain support for teachers’ professional identity development from the perspectives of external environment and condition.