Exploring Impacts Of Learning Group On Shapine Novice English Teachers’ Identity In Junior Middle Schools

Every teacher should set new goals for themselves to make continuous development and progress in the work. Especially for the novice teachers, many scholars have pointed out that the initial stage of new teachers plays important role in their future career development. During this period, they must realize the role transformation from student to teacher, and at the same time, they will integrate into the new environment of school. The basic goal of new curriculum reform is to raise students skills, promote students’comprehensive and individual development, make a preparation for students’further education and career and lay a solid foundation for students whole life study as well as cultivate students’whole life ability of study. Thus, novice teachers should improve teaching procedure and raise the rational teaching link and then raise the quality of teaching.Novice teacher’s development can not be separated from school educational management system, so learning group is the best way to promote the development of novice teachers. Learning group not only benefits novice teachers’continuous practice and reflection, but also creates the place of knowledge for exchanging problems in seminars and reform and sharing practical wisdom. I will be a teacher, so I hope1can know more novice teachers through exploring teachers’identity. I’m very concerned that the new teacher’s professional career. I enter into the educational field, and attempt to study the learning group and what impacts can the learning group have on the novice English teachers’identity shaping and what factors can learning groups apply to have positive impacts on novice English teachers’ identity shaping. The purpose of this study is to describe the growth process of the novice teachers in professional environment. Adopting qualitative research method which can enter into the novice teachers’ inner world is to explore the process of novice teachers’ development. Meanwhile, the story can uncover the veil of novice teachers’growth, which plays a good reference for other teachers.The study employs learning community, Wenger’s identity construction, a sense of self theory to be theoretical framework. This paper adopts narrative inquiry and case story as study methods and explores the questions to find the results of these problems. The research subject is a female friend, Lucy, an English teacher in junior middle school. The data collection process lasts for half a year, and the researcher goes to her school to understand her growth through conversation, teaching diaries and other methods.In this paper a new teacher’s growth is the main line, building some lively story through her participation in the learning group and her growth. Novice English teachers are able to improve their own professional development through participation in learning group which performs an important role in teachers’ development. There are some impacts of learning group on novice English teachers as follows:1) Learning group helps novice English teachers build their role in the professional context, that is, with the help of learning group, novice English teachers know how to deal with relationship with other members. Besides, learning community can guide novice teachers find their problems so that teachers can make great progress in teaching as soon as possible.2) The learning group guides novice teachers’ to have their own understanding of curriculum.3) Learning group helps novice teachers build their authority.4) With the help of learning group, novice teachers’teaching belief can be strengthened so that they can improve their professional quality.5) Novice teachers are able to gain positive feedback from the serve of learning group, which can help teachers study teaching material gradually and improve their teaching ability. Then this paper discusses what factors learning group can apply to have positive impacts on novice English teachers’identity shaping. Finally, learning group has positive impacts on novice English teachers’ identity shaping through teaching reflection, knowledge sharing as well as cooperative community. Therefore, the positive effects of learning group have great significance and practical value.Based on the above analysis and discussions, the study proposes the impacts of learning group on novice English teachers’ identity in junior middle school. The study deepens and strengthens theoretical knowledge in this field and enriches the effects of learning group on novice English teachers, which can lead novice English teachers put more emphasis on learning group and take part in it actively.