A Comparative Study Of The Identities Of Special-post English Teachers And Newly Enlisted Ones

From the perspective of teacher professional development,the thesis discusses teachers' identity that refers to their understanding of themselves,their teaching roles and environment.Teacher identity is what teachers form from daily teaching practice in a long time.It not only affects teacher's self-recognition,but also has great practical and theoretical significance for teaching quality and teachers' professional development.This paper compares two different types of English teachers,namely,special post English teachers and newly enlisted English teachers.Currently,as a special group,special-post teachers refer to teachers who teach in remote areas after graduation.They are novice teachers whose teaching time is not more than three years as those newly enlisted English teachers.However,what's the difference on those two kinds of English teachers' identity? Someone may consider that of course they cannot be similar in identity because of their different working condition,while some think both of them belong to the new English teachers and no obvious differences exist between them.This paper discusses the differences existing in identity between the two types of teachers from an empirical point of view.What's more,researchers stress teachers' professional identity,expect their affection and behavior.Therefore,this study investigates 51 special-post and 51 newly enlisted English teachers to make clear those arguments.The researcher adopts questionnaire and interview.The study aims to study the following questions: 1.What are the differences between special-post and newly enlisted English teacher' identity on cognition,affection,and behavior levels? 2.What are the reasons for these differences in identities between special-post English teachers and newly enlisted English teachers? How can they be helped to solve their common problems?After analyzing the data by SPSS20.0,the author finds that there indeed exist a few different points between special-post and newly enlisted English teachers on role cognition,professional cognition,environment cognition,self-value and environment acceptance.Finally,the author summarizes the main causes of these differences including personal factors and environmental factors.Motivation of work and emotional attitude towards teaching belong to personal factors and environmental factors include three aspects: the school facilities,school culture and students' level.The author puts forward some suggestions on the above problems.They are as follows: 1.Teachers should have a self-reflection regularly(1)constantly reflecting on their teaching behavior and teaching achievements in the actual teaching process(2)reflecting on their emotions and believes through communication with experienced teachers or colleagues(3)attaching more heed to their professional knowledge and skills in the actual teaching process.2.Improving the environment for special-post English teachers(1)helping them improve their teaching knowledge and skills and complete their role transition through some teaching learning,training program and teaching competition(2)SPETs should be provided substantial resources at the national and social levels(3)schools should create a harmonious campus culture for them.3.Schools should strengthen the assessment of teachers 'working motivation.Through the comparison of special-post and newly enlisted English teachers' identity,this study not only helps two kinds of English teachers know themselves clearly,improves their teaching method and promotes their professional development,but also promotes the understanding of the “special-post teacher plan” policy and hope to provide some references for the continuous improvement of the policy.