A Study On The Influence Of Teaching Practice On Novice Teacher Identity

In recent years, research on development of teacher profession becomes a hot topic in the field of education. From overall research, the researchers’ study on teacher identity in teaching practice has been carried out from multidisciplinary perspective and it shows a trend of diversification.(Zhu Dongxu, 2007). Overseas research focuses on the novice teacher identity but domestic research mostly focuses on the in-service teacher identity with less research on novice teacher identity in the teaching practice. And it’s the first time for novice teachers to experience educational work in a real situation to understand their profession and characters. It is a crucial period for novice teachers to form professional identity. Teaching practice has become an important influencing factor to novice teachers in whether or not they will engage in educational work. Therefore, paying attention to the development of novice teacher identity in the teaching practice is particularly important. And in recent years, novice teachers have exposed the weakness in teacher identity.Due to the attention to novice teacher identity in teaching practice, the research chooses the sophomores in the major of English teaching in Yunnan Normal University. The sophomores participated in National Teacher Training Plan during internship. This research uses qualitative and quantitative research methods by interview and questionnaire to explore the development of novice teacher identity and influencing factors before and after teaching practice. The research is based on the research of Lin Yigang(2011) from three dimensions of cognition, emotion, and behavior tendency to explore the development of novice teacher identity before and after teaching practice. Then the research employs interview to explore surrounding factors that influence novice teacher identity in teaching practice. The research aims at exploring:(1) what identity do novice teachers form in teaching practice?(2) What are the factors that influence novice teacher identity during field placements in remote mountainous areas or relatively backward rural areas?The results reveal that the novice teachers in internship have established the basic identity. And the development of novice teacher identity is affected not only by internal factors but also by the external factors in the teaching practice. The shrink of teacher identity attributes to the fading of the sense of belonging, direction loss and uncertain sense. The development of the novice teacher identity is a constant process to seek affiliation and distinction. The formation and development of teacher identity are affected by novice teachers’ emotion, attitude, school environment, interpersonal relationship and other environmental factors.