The Research On English Education Masters’ Identification Of Teachers’ Professional Identity

Teachers’ professional identity is an important concept appeared in the western teacher education research in the past two decades. The teachers’ professional identity can be understood as a process and can also be understood as a kind of state. The study of the identification of teachers’ professional identity at home and abroad is still at an early stage. The research of English education masters’ identification of teachers’ identity is even less.The study attempts to answer these questions: what is the current situation of English education masters’ identification of teacher’s identity? Is there difference in English education masters’ identification of teachers’ professional identity in terms of gender and source region? what factors influence the English education masters’ identification of teacher’s identity?This study takes the full-time English education masters as the research subjects. There are 190 English education masters of five normal universities take part in this study. The study uses the method of questionnaire investigation and interview to investigate their identification of teachers’ professional identity. The SPSS 13.0 was used to analyze the quantitative data. The results of the study are as follows: The overall situation of English education masters’ identification of teachers’ professional identity is acceptable, but there are also some problems. Firstly, in the dimensions of teachers’ professional orientation and teachers’ professional will, the English education masters display less identification. Secondly, the male English education masters’ identification of teachers’ professional identity is significantly weaker than that of the female. Thirdly, English education masters’ identification of teachers’ professional identity is affected by society, school, individuals and some other factors.Based on the research findings, we put forward some strategies to enhance English education masters’ identification of teachers’ professional identity. The suggestions are given from the aspects of the society, school and English education masters. Firstly, respecting teachers and revering education. Secondly, improving the approval degree of English education masters in society. Thirdly, strengthening the practicality of the courses and setting up career planning courses or lectures; Finally, encouraging and guiding teaching practice.