A Survey And Research On The Professional Identity Of New English Teachers In Wanzhou District

The entry stage is the beginning of middle school English teachers' career,which is directly related to their professional development.However,they often feel perplexed,frustrated and even suffer from the so-called “reality shock ” in this period,which,directly affects or even hinders their professional identity and professional growth.From the point of view of Educational Sociology,a teacher's career begins with his undertaking their own professional role.The success of new teachers' professional identity is associated with the degree of involvement of teachers' emotion,cognition and engagement in his career in the future.If new teachers have a strong sense of professional identity,they will not only have a successful psychological experience,which will lay a good foundation for their future career,but also enhance their respect and rational understanding for the occupation.It can be said that the professional identity of new teachers is the most important part in the whole career,and it's the core of their successful engagement in educational practice.Therefore,it is very necessary to have an in-depth study of the professional identity of new teachers.Based on Role Theory,Occupational Adaptation Theory and so on,this study firstly sorted out the relevant researches on identity,professional identity and teacher professional identity respectively at home and abroad by means of literature review,and classified teacher's professional identity into 7dimensions.Then,questionnaire was used to investigate the professional identity of 60 new English teachers from 9 middle schools in Wanzhou District,Chongqing.SPSS22.0 statistical software was used to analyze the difference of the seven dimensions on the basis of new teacher's basic information.Secondly,9 new middle school English teachers from 9 schools were interviewed with some questions about professional identity,so as to collect better and useful data.The research findings are as follows:(1)the professional identification of new middle school English teachers is above the average level;(2)there are some differences in the professional identity of new middle school English teachers with different backgrounds;(3)new middle school English teachers have subtle differences due to their different genders,ages,workloads,levels of education,English proficiency levels,grades of professorship and types of schools.Through attribution analysis,the author concluded that the main reasons for the difference in professional identity of new English teachers in middle schools stem from social,school,family and individual factors.In order to effectively solve the problems and difficulties new English teachers faced with concerning their professional identity,help them build up the identity of belonging,enhance their professional accomplishment,and promote family happiness and occupational identity,this study put forward some corresponding suggestions from the social,school,family,and the individual perspectives.