| With the deepening of English curriculum reform and the idea of deep learning put forward,English teachers must change their own educational ideas and reconstruct their professional identity in order to realize their professional development.For novice English teachers,they have just graduated from school,changing from student identity to teacher identity.They are still in the primary stage of teachers’ career.At the same time,there are many puzzles in classroom teaching and school interpersonal communication.The professional identity of novice English teachers is helpful to the transformation of their educational ideas and improve their professional competencies.However,due to the lack of favorable external environment support,coupled with the traditional examination-oriented education system,schools performance appraisal evaluation and other effects,novice English teachers’ professional identity is easy to fall into a deep crisis.Therefore,the research questions of this study are as follows :1.What is the current situation of professional identity of junior high school English novice teachers and what are the crisis? 2.What are the influencing factors of professional identity of junior English teachers? 3.What are the measures to reconstruct the professional identity of novice English teachers?This paper is based on theories of deep learning,socio-culture,reflective teacher professional development.The research selects two representative novice English teachers as the research objects from L middle school and M middle school,using the classroom ethnography research method,stepping into the real classroom context,through classroom observation and interviews to collect research materials.Based on the Fairclough’s three-dimensional model of discourse analysis as the framework,this paper describes,explains and interprets classroom discourse on three levels: text practice,discourse practice and social practice.Through the critical discourse analysis of two novice English teachers in the classroom,combined with the teacher’s after-class interview,this study found that :1.Identity is not single and static,two novice English teachers construct multiple identities through their daily teaching practice,accompanied with identity crisis in the process of constructing identity.2.The identity crisis of two novice English teachers mainly shows the contradiction between personal beliefs about English teaching and professional expectation,confusing about what and how to teach English.The fundamental reason lies in the traditional examination-oriented education,school performance evaluation and other public discourses playing a leading role,as well as the lack of teachers’ own personal discourse.3.Professional identity of novice English teachers is influenced by multiple factors such as the teachers personal’s growth background and social cultural environment.4.Professional identity of English novice teacher in junior high school is the result of a variety of discourse intertwined.Based on the research,improving the professional identity of novice English teachers requires three main subjects to take effective measures together :1.The current education system is one of the factors that affects the professional identity of novice teachers.The national education department needs to deepen the reform of education system,construct the examination evaluation system guided by the core competencies of the subject,deepen the reform of English teachers’ education and optimize the English curriculum in universities.By improving the top-level design,to promote the new English teachers to change the ideas of English teaching and reconstruct the professional identity of teachers.2.School needs to construct a new professional learning community of teachers,which provides a good external environment support for novice English teachers to reconstruct their professional identity.3.Novice English teachers are the crucial factor to the construction of professional identity,novice English teachers should improve their professional competencies and make clear professional development planning;cultivate reflective consciousness and become "reflective practitioners ";reconstruct classroom discourse order and carry out classroom discourse change pointing to the development of higher-order thinking.Through active participation,novice English teachers will create a sense of ownership and then promote the construction of their professional identity. |
