An Ethnographic Research Of Novice English Teachers' Professional Identity In Rural Senior High School

Novice English teachers in rural senior high school as a special social group,when they shifted from the identity of students to identity of teachers,owing to lack of the support of favorable environmental atmosphere and teaching experience,frequent reforms of the college entrance examination system,high pressure and intensive working hours and heavy workload,it is difficult for them to find professional development goals about the future,with the new curriculum reform setting higher requirements for English teachers,which leads to higher turnover rate of rural novice teachers.While novice teachers are in the initial stage of teacher professional career,the developmental experience acquired from this stage will affect their emotion,attitude and orientation towards their professional development in the future.Therefore,in order to guide the rapid growth of rural novice English teachers,it is extremely important for them to identify their professional identity.This research takes two novice English teachers in N city X rural senior high school,H and D as the study subjects,adopting ethnographic research to authentically and naturally reproduce the actual teaching situations in the classroom,to penetrate into their work and daily life and to obtain first-hand information.Teachers' professional identity is teachers' answer to question about “who am I?” in the teaching practice,and this research focuses on novice English teachers' reflective understandings of their professional knowledge,professional competence,professional emotion and attitude,professional environment theses four dimensions.Through in-depth interviews and participatory observation,the paper tries to reveal their inner professional beliefs and to dig out the inner and outer factors affecting English novice teachers' professional identity,and then puts forward the suggestions and strategies for facilitating teachers' professional identity,with the hope of promoting novice English teachers' professional development in rural senior high schools,and developing into the direction that “teacher is the whole person”.This paper can be divided into three parts: the first part of the paper is the first three chapters,as the theoretical part,mainly introduces the research background,research purpose and significance,research method,definition of core concept,the literature review of domestic and foreign research and the corresponding theoretical basis.The second part of the paper includes the fourth chapter and the fifth chapter,as the main content,firstly it introduces specific ethnographic research to conclude the objective and subjective factors affecting English novice teachers' professional identity in rural senior high and then makes suggestions on the research conclusions.The third part is the sixth chapter,which puts forward the shortcomings and prospect of this research.