Research On The Identity Of Junior High School English Teachers In The Early Stage Of The "Double Reduction" Policy

Teacher identity has always been the focus and hotspot of academic study and research.A teacher with good teacher identity will be able to know that teaching benefits teachers as well as students and constantly improve and develop his or her own professional level and professional vision.When facing the difficulties on the post,a teacher with good teacher identity can also face actively and handle properly.In July2021,the “Double Reduction” policy was released,which triggered a warm response in the field of education.The “Double Reduction” policy has brought many changes in teaching and management work to English teachers in junior high schools.Therefore,it is necessary to explore English teachers’ teaching identity in the early stage of education reform facing the “Double Reduction” policy.In the ongoing reform of the“Double Reduction” policy,it is worth exploring where the changes brought about by the “Double Reduction” policy affect the teaching identity of English teachers.From the research results,we can know how to provide teachers with corresponding support,so as to improve the teachers’ experience under the “Double Reduction”.This study is based on Self-identification Theory and Sociocultural Theory in the field of teacher identity.On the current status of research on the identity of foreign language teachers at home and abroad,this study’s purpose is to explore the identity of English teachers in junior and middle schools under the “Double Reduction” Policy.At the same time,the relevant influencing factors will be analyzed as thoroughly as possible.It is hoped that this study will help English teachers to understand and improve their own identity under the background of “Double Reduction”.This study refers to Xunyang’s Chinese Foreign Language Teacher Identity Scale compiled in 2012.On the basis of this,the relevant articles are deleted,added,and converted.Thus,a questionnaire with good reliability and validity was prepared.On the basis of the questionnaire survey,three front-line junior high school English teachers were interviewed.One is a novice teacher;one is a skilled teacher and another is an expert teacher and the survey results were coded and analyzed.The results show that under the “Double Reduction” policy,the total identity level of English teachers is high,but there are different levels of identity under different dimensions and factors.Among them,in the early stage of the “Double Reduction” policy,English teachers’ professional identity dimension level is the highest,and situational identity dimension level is the lowest.At the same time,there is an obvious gap in the identity level of junior middle school English teachers in the early stage of “Double Reduction” policy.According to the research results,this paper suggests that schools should give teachers more work and life support in the early stage of “Double Reduction” policy,and properly arrange various rules and regulations,such as flexible commuting system.Schools and society can give more care to teachers with less comfortable family conditions,and can offer more sympathy to teachers’ families to get their support for teachers’ work.The media should guide positive public opinion atmosphere of homeschool communication between teachers and students.Junior middle school English teachers should also maintain the habit of lifelong learning,improve professional ability,actively face the reform and change in the early stage of the “Double Reduction” policy,and give full play to educational wisdom.