An Investigation On The Status Quo Of Young English Teachers' Professional Identity In Senior High Schools Of Nanchang City

In recent years,the study of English teachers' professional identity has been an important subject in the field of foreign language teaching research.Especially for young teachers,it is more necessary to guide their professional identity.Only by improving young teachers' professional identity and making them have a correct value recognition and positive emotional attitude towards the teaching profession from the bottom of their hearts,can they consciously and actively improve their professional development and deal with various difficulties and setbacks encountered in the process of teaching.Based on the theoretical basis of self-identity and social identity,this research,by adopting the quantitative and qualitative method combining questionnaire survey and interview,aims to study the status quo,degree of differences and reasons for the differences in the professional identity of young English teachers in senior high schools.The questionnaire was adapted from the questionnaire of famous Chinese scholars Wei Shuhua,Yu Huihui and Tang Jin,and modified to form a formal questionnaire according to the specific requirements of the survey.The subjects of the survey were 130 senior high school young English teachers under the age of 40 in Nanchang city,and 20 of them were randomly selected from among those teachers for voluntary interviews.The results show that young English teachers in senior high schools have higher professional identity,but there are significant differences in age,school site and professional titles.However,gender,educational background,position and monthly income have no obvious difference.Teachers between the ages of 30 and 35,and with the professional title of Middle School Top Level have the highest professional identity;the female teachers' overall professional identity is only slightly higher than that of male teachers;the professional identity of teachers with bachelor degree is the highest;teachers with high salaries have much higher professional identity than those with low salaries;the professional identity of teachers who are also the school leader is higher than that of ordinary teachers;the professional identity of teachers working in urban areas is farhigher than that of teachers working in counties and towns.Finally,the reasons for the differences in age,school site and professional titles of young English teachers in senior high schools are analyzed.According to the findings,countermeasures and suggestions to improve young English teachers' professional identity from three aspects: society,school and individual were proposed in this paper.As far as the society is concerned,we should create a good atmosphere of respecting teachers and improve their living conditions.For schools,it is necessary to attach importance to the professional development of young teachers and establish a diversified teacher evaluation system.From the individual point of view,teachers should form a positive professional attitude and take the initiative to improve their professional development.