Cases Study Of English Student Teacher's Identity In Senior High School

English teacher's identity plays a key role in teacher professional development.At present,some achievements have been made in the study of English teachers' identity in China,but most of them focus on the study of in-service English teachers,while few on the study of student English teachers.Based on Social Cultural Theory and Discourse Analysis Theory,this paper attempts to answer the following questions in the study of the identity of English teachers during the teaching practice period by using qualitative research methods,according to the interview outline,semi-structured interviews were conducted with two high school English student teachers,each of whom made six classroom observations and collected the teaching journal of the two high school English student teachers within three months.:1)What is overall situation of English student teacher's identity in senior high schools? 2)What are the differences between student teacher's identity with different educational backgrounds? 3)What are the causes of English student teachers' identity in senior high schools?According to Xun Yang's point of view,this paper makes a qualitative analysis of the identity of English student teachers in senior high school from four dimensions and eight elements.The four dimensions are: career identity,major identity,personal identity and situated identity.Each dimension contains two factors.Career identity includes professional values and the sense of belonging.Major identity includes English teaching beliefs and English language proficiency.Personal identity includes job engage and professional behavior inclination.Situated identity includes organizational support and English teaching reform.It finds that the level of identity of English student teachers is relatively high.The highest level is career identity,the lowest level is situated identity,and the lowest level is organizational support.The study also finds that different educational backgrounds have an impact on English student teachers' identity.In addition,this paper also puts forward the corresponding ways to construct positive teacher' identity.Finally,it summarizes the achievements and shortcomings of the research,and puts forward some suggestions for future research.