Junior Middle School English Teachers’ Professional Identity Problem Research

The junior middle school English course plays an important position in basic education and the influence of the college entrance examination English reform policy, the junior middle school English teachers’ professional identity also gradually become a hot research topic between the education researchers. Junior middle school English teachers have two different cultures of the home and abroad, which other teachers don’t have. At same time, junior middle school English teachers are not as simple as primary school English teachers teach some knowledge, also don’t like high school English teacher that have big pressure, all of these are the particularity of the junior middle school English teachers’ professional identity. So far, some about identity researches on the high school English teacher, primary school English teacher and English teachers to be appointed is more, these studies mostly adopted the narrative research, case study and classroom observation research. But For junior middle school English teachers’ professional identity status of quantitative research is very few, specializing in the junior middle school English teachers’ professional identity problems is only few talk about.Through this study and based on the analysis on the theory of teacher’s professional identity, part of Shenyang’s junior middle school English teachers as the research object, through the form of questionnaires respectively from professional knowledge, professional attitude, professional emotion, professional role, social status, professional expectations, self-evaluation, and discipline culture investigate the current situation of junior middle school English teachers’ professional identity problem. Through the analysis of survey data found some problems in the junior middle school English teachers’ professional identity: the first is the overall level of junior middle school English teachers’ professional identity in general, needs to be improved; the second is in the junior middle school English teachers’ professional identity, especially professional emotion, professional expectations, and the overall level of social status is relatively low; the third is junior middle school English teachers’ professional identity on discipline culture is high, junior middle school English teacher has a unique discipline knowledge, and are greatly influenced by the western cultural background, which is different from other subjects of teachers’ professional identity; the fourth is in the junior middle school English teachers’ professional identity, the overall level of professional role is also high, the junior middle school English teachers’ career with elementary and high school English teachers is distinct; the fifth is the main influence factors of junior middle school English teachers’ professional identity include social status, salary, social environment, school management, school conditions and teachers’ professional knowledge and teaching ability. For in-depth understanding the current situation of junior middle school English teachers’ professional identity and influence factors, this article also has carried on the interview to Shenyang’s two junior middle school English teachers to increase the credibility of research.Finally, combining with the questionnaire specific details of the data analysis and interviews, the author tries to improve the junior middle school English teachers’ social status, the construction of a harmonious social culture and improve the level of school, as well as improve the junior middle school English teachers’ professional knowledge and ability and professional emotional three aspects to improve the level of junior middle school English teachers’ professional identity strategy. Through the author’s research to promote the personal growth and professional development of junior high school English teacher, also hope to make full preparation on the new reform of college entrance examination English.