A Case Study On The Professional Identity Construction Of Chinese And Foreign University English Teachers From The Perspective Of Narrative Inquiry

Relevant studies on professional identity of foreign language teachers began in the late 1990 s and early 2000 s.The professional identity of foreign language teachers influenced their teaching effect,professional development and attitudes towards educational reform(Tsui,2007).How to understand teachers' professional identity and identity construction is of vital importance to the development of foreign language teachers' career.In recent years,along with the continuous reform and urgent demands in foreign language education,the number of foreign English teachers in colleges is increasing,which exerts a significant influence on foreign language education in China.Although some domestic scholars began to concentrate on Chinese English teachers' professional identity,there was a lack of concern on foreign English teachers' identity in China.Therefore,it is necessary to strengthen the relevant research on foreign teachers who teach English in China to deeply understand the professional identity and development of foreign English teachers.By comparing the differences between one Chinese and one foreign college English teacher's identity,it aims to promote the mutual growth of Chinese and foreign college English teachers and the development of foreign language education in China.This study selects one Chinese and one foreign college English teacher from one university in Jiangsu as the research object.In order to further promote and deepen the reform of college English teaching,the university has changed from the traditional college English curriculum into a hierarchical teaching of three modules which are reading and writing,listening and speaking,and translation in the hope of fulfilling the needs of students with various English levels.The teaching reform towards college English curriculum corresponds to the three different levels of English teaching in“College English Curriculum Requirements” promulgated by the Ministry of Education:level one courses conform to general requirements;level two courses accord with higher requirements;level three courses measure up to more higher requirements.This study selects two English teachers who teach the same listening and speaking courses at level one as the research object.This study adopts narrative inquiry and case study and collects data throughclassroom observations,semi-structured interviews,reflective journals and other related documents in order to explore the Chinese and the foreign college English teacher's perception towards professional identity and to understand the influencing factors and differences on their professional identity,aiming to promote the effective teaching and professional development.The thesis focuses on the following questions:(1)How do Chinese and foreign college English teachers respectively perceive their professional identity?(2)What are the factors that influence the construction of Chinese and foreign college English teachers' professional identity?(3)What are the differences on the professional identity construction of Chinese and foreign college English teachers?The results reveal that teachers' self identity,major identity and situated identity constitute teachers' professional identity.Self identity presents teachers' personality and teaching beliefs;major identity reveals the relationship between teachers and students,relevant teaching and research;situated identity depicts the relationship between teachers and colleagues,the influence of school environment on teachers' professional identity.The construction and development of the Chinese and the foreign college English teacher's professional identity is mainly affected by significant persons,teaching experience,teaching reflection and community cooperation and so on.The differences in their construction process of professional identity mainly exist on the teaching beliefs,social participation and reflection modes.Based on the above findings,this study provides some suggestions to promote the professional development of Chinese and foreign college English teachers.Schools should provide more effective external support for Chinese and foreign English teachers to enhance their collective sense of belonging and responsibility.For instance,empowering Chinese and foreign teachers more autonomous rights;learning communities such as standardized learning teams can be established for Chinese and foreign English teachers.Chinese and foreign college English teachers should also constantly enrich their reflection modes and personal practical knowledge to promote their personal teaching and development.