A Case Study Of English Teachers' Identification In Senior High Schools

As an important part of teachers' professional development,teachers' identification has been paid more and more attention to by the educational circles.The curriculum standards for senior high schools(2017 Edition)issued in 2017 put forward more comprehensive requirements for English teaching concepts.In order to apply it to teaching practice,English teachers must fully understand the new concepts of teaching.Senior high school is in the transition stage of basic education and higher education,which is an important stage to develop students' cultural knowledge and English learning ability.The professional level of English teachers directly affects students' learning quality.English teachers at different professional development stages have different professional levels and different development problems.English teachers' identification help teachers to deepen their understanding of teacher career and promote their professional growth.Therefore,it is necessary to explore the identification status and influencing factors of English teachers at different stages of professional development in senior high schools.Based on the social culture theory,critical discourse analysis theory and the theory of teachers' career cycle,this study uses qualitative research to interview and observe three senior high school English teachers.It attempts to explore the following three questions within the theoretical framework: 1.What is the identification status of the three senior high school English teachers? What are the differences? 2.What are the factors that influence the identification of the three senior high school English teachers? 3.How to promote the identification of three English teachers?Combined with the analysis of the interview data and classroom observation,this study finds that: The identification of three senior high school English teachers is at a high level,and there are differences in individual dimensions.The level of career identification of the three teachers is high.There are differences in professional identification,personal identification,and situation identification.In terms of composition factors,Yang's recognition of English language level is low;Qin's occupation tendency is negative;Liu's recognition of organizational support is low.At the same time,there are also differences in the attitudes of the three teachers towards the curriculum reform.Yang and Qin hold positive attitudes towards the curriculum reform,but they only stay at the cognitive level and have not put it into practice.Liu has his own opinions on the curriculum reform but has no specific expression.The main factors influencing the three teachers' identification are organizational support,teachers' professional quality,psychological state,and reflection.Based on that,the author explored the strategies to promote the identification of three English teachers from the perspectives of school and individual: schools should provide systematic support for the professional development of teachers,both young teachers and teachers at the middle and later stages of their career;individuals should play their subjective initiative to improve their professional quality and maintain positive mental attitude.