Self Struggle And Reshaping

Under the current background,the professional responsibility and requirements of social roles which teachers should take are increasing.One issue has aroused the vigilance of the domestic and international researchers we mainly focus on actual results and the external performance of teachers' work,but ignore teachers' inner emotional growth and the professional construction and identity of themselves.Through the collation and analysis of relevant research of domestic and foreign scholars on the teachers' professional identity,researcher has found that teachers' professional identity contains four elements: teacher self image,self perception,self experience and self belief.When using teacher's emotion to examine the professional identity,the relationship between the two factors(teacher's emotion and professional identity)is not a one-way or linear.In the analysis of elements of teachers' professional identity,there is always accompanied by the impact of teachers' emotion.This research is taking the specific school space of T primary school in Liaoning Province as the case study background and taking teachers' emotion as the dimension.This paper uses participatory observation and daily narrative method to carry out the influence of teachers' emotion on their professional self-identity.The findings that researchers found are as follows:First,through the participation in school daily activities,different types of observation and in-depth emotion interviews of teachers at the T school,researchers have found that answers to the four elements of teachers professional identity problems mainly concentrate on many of teachers in and outside the emotional interaction,such as: their own students,professional skills,jobs training and colleagues,teachers and other important adults(parents and teachers' leadership)emotional communication and the actual or possible educational policies which have an effect on their own and students.All of these which truly happened in the process of interaction with teachers are using narrative presentation around the emotional content.Second,there exists an internal and mutual relationship between main elements of teachers' professional identity and teachers' emotional factors(emotional involvement,emotional feedback and emotional regulation).What's more,the action mechanism of teachers' emotion generation produces the internal development process of teachers and emotional factors.Third,the teacher emotion has some internal degree of "correction" function to their professional identity: teachers emotional input is outward reflection of teachers' professional identity;teachers' emotional feedback is an important regulation basis for teachers' professional identity;teacher emotional regulation plays a role of conversion and amendment to teachers professional identity.Therefore,the three elements of teachers' emotion and their internal mechanism of action are involved in the development of teachers' professional self-identity to some extent,and play a certain role in correcting it.Finally,based on the influence which teachers' emotion and its generative process make a difference in their professional self-identity,we need to know how to promote the role of teachers' emotion in the process of professional self-identity so that teachers' emotion can be valued and the teachers' professional self can be reshaped.This not only requires teachers to pay attention to the inner turning of their own emotions but also the support of the school's soft power culture and social ecology,thus forming a joint effort to promote teachers' emotional optimization.