Mentor Teachers’ Identity: A Case Study Of G Middle School

Mentor teachers’ identity research is essential for current teacher education reform, and is an important guarantee for the quality of new teachers’ entry education. In the framework of case study,this paper uses the literature method and interview method to study G middle school where students is complicated. There are five chapters.The first chapter and the second chapter expounds the reason, purpose, significance, research content and methods, research focus,difficulties and innovation, research validity and ethics,defines the core concepts involved in this study, and comprehensive systematic review of the current domestic research results on teacher identity, identity of teacher educator who is in the primary and middle school, and the relevant research results of mentor abroad, laying a theoretical foundation for this study.The third chapter establishes the analysis framework of the identity research of mentor teachers, introducing the research process and the research object: the five mentor teachers of the G middle school. Starting from the concept of the mentor teacher, identity, this paper puts forward the analytic framework of the mentor teacher’ identity research, which is based on two dimensions of attitude and behavior: In the attitude dimension, this study explores the performance of mentor teachers on the cognition, emotion and intention of their identity, so as to grasp the true attitude of the mentor teachers to their identity; In the behavior dimension, this study compares the obligations required by mentor teachers’ identity with Obligations fulfilled , to explore the real situation of identity in behavior dimension. And then synthesize their performance in two dimensions about attitude and behavior, and get the degree of their identity.The fourth chapter is a case analysis of the identity status of five mentor teachers who in G middle school. Through the collation and research interviews, this study finds out, the degree of identity of mentor teachers is different in the same environment. In general, the degree of mentor teachers’ identity is in a middle position. Specific performance in: In the cognitive aspect of the attitude dimension, mentor teachers induction teachers are different from the connotation, rights,responsibility, status, loyalty object, training mode and the cognitive degree of the help effect, the overall degree of identity is medium. In the emotional aspect of the attitude dimension, Most of mentor teachers’ emotion to activities of mentor teachers pair with new teachers, to the identity, to new teachers,is positive, the overall identity degree is middle-upper. On the behavior tendency in the attitude dimension, mentor teachers have the intention of training new teachers, but the initiative has obvious difference,the overall degree of identity is medium. In the behavior dimension, five mentor teachers can basically complete the tasks of the school, basically meet the needs of new teachers to teaching guidance, but the professional needs of new teachers are not too concerned, and no claim of right, the overall degree of identity is medium.The fifth chapter discusses the causes of the identity status of mentor teachers , and makes general recommendations. Mentor teachers identity is formed in the mutual negotiation and game between the personal subject and environmental object. In the mentor teachers ’ identity status,there are the aspect of high identification. The reasons include both the external factors such as the national policy, the support of school cultural environment, the harmonious relationship between mentor teachers and new teachers and the good influence of important others, and the internal factors such as character, responsibility consciousness. There are the aspects of low identification. The reasons include both the external factors such as the national policy, historical accumulation, school cultural environment, the relationship between mentor teachers and new teachers and the important others, and the internal factors such as character, Self-experience. On the basis of the analysis, this paper attempts to make some suggestions from the external environment and mentor teachers themselves,hoping to help mentor teachers ’ identity. On the external environmental aspects: First,strengthen the top-level design, to improve mentor teachers’ development system; second, optimize the system construction of campus; third, build a harmonious relationship between mentor teachers and new teachers. On the Aspect of mentor teachers themselves, they should pay attention to the change of their attitude and behavior. The new teachers should not only pay attention to the power of identity, have a positive sense of responsibility, but also learn to rethink.