| English teacher identity refers to teaching beliefs of English teachers,and the identification for their social and culture roles in the interaction with colleagues and students.English teacher identity plays an increasingly significant role in teaching content,teaching effectiveness,interpersonal relationship and professional development.Teaching practice is an indispensable part to achieve the educational objectives and strengthen students’ teaching skills,it is also one of the most important approaches to form pre-service teacher identity.Up to now,through the overall studies on English teacher identity at home and abroad,it seems that overseas scholars pay more attention to in-service and pre-service English teacher identity,and conclude that their teacher identity has a high-level.While domestic scholars mainly concentrate on in-service or novice English teachers who are from colleges or universities,the study on pre-service English teacher identity who are in the process of internship is relatively paucity.What’s more,the study on English teacher identity is based on quantitative methods and the number of qualitative methods is less.So,the study takes 110 pre-service English teachers from Shandong Normal University as participants and employs quantitative and qualitative methods to collect data.SPSS 22.0 is used to make data analysis,semi-structured interview as well as classroom observation are used to get specific situation of pre-service English teacher identity and explore the contributing factors on pre-service English teacher identity.The study mainly discusses two questions:(1)What is the current situation of pre-service English teacher identity during their internship?(2)What are the contributing factors on pre-service English teacher identity during the internship?The research findings are presented as follows:(1)Firstly,pre-service English teachers in this study have a high-level identity during their educational internship.Specifically,in terms of four dimensions,the descending order is career identity,major identity,personal identity and situated identity.(2)Secondly,pre-service English teacher identity is influenced by internal factors and external factors during the internship.Internal factors include professional attitude,teaching belief,language performance and working engagement.External factors are made of educational background,location of internship schools,material and mental help from internship schools,working environment and professional instruction from experienced teachers,and mentors.Based on the findings,the author provides some feasible implications to improve pre-service English teacher identity from the perspective of internship schools,inservice teachers,mentors as well as pre-service English teachers.In the end,the limitations of the study and suggestions for further research are also discussed. |
