A Case Study On The Professional Identity Of Non-Common Language Novice Teachers In Higher Education

With the advancement of the "One Belt,One Road" initiative,the country’s demand for non-common language talents has shown explosive growth in terms of politics,economy,culture and diplomacy.Non-common language teachers are the main force for the reserve and cultivation of non-common language talents,and their professional identity will affect the quality of non-common language talent cultivation.At present,there are extensive researches on the identity of English teachers in academic circles,but the identity of non-common language teachers,especially the professional identity,lacks due attention.In fact,the practical predicaments of noncommon language novice teachers in terms of educational level and scientific research ability have largely affected their professional identity and professional development.In view of this,this study is based on sociocultural theory and identity theory,and takes the professional cognition,professional emotion and professional continuous formation process of non-common language novice teachers in different fields of individuals,schools and countries as the theoretical analysis framework.Through the case study,this paper aims to examine the complex process of professional identity of six novice non-common language teachers at X University in depth,to understand the dilemmas of the front-line novice non-common language teachers in universities in terms of professional development and to try to propose a path to resolve them.By analyzing the data of semi-structured interviews,the study found that the difficulties in the professional development of non-common language novice teachers in higher education mainly come from three aspects.First,there are shortcomings in scientific research ability,which makes it difficult for non-common language novice teachers to achieve comprehensive professional development.Second,the professional support provided by colleges and universities does not match the professional ability of non-common language novice teachers,making it difficult for non-common language novice teachers to achieve full professional development.Third,the professional development of non-common language novice teachers is greatly affected by the external social environment,making it difficult for non-common language novice teachers to achieve continuous professional development.Finally,based on these three dilemmas,this study attempts to propose a feasible way to resolve the dilemma from the three fields of non-common language novice teachers,as well as their schools and countries.It aims to help non-common language novice teachers solve practical problems,achieve their professional development and value mission,and at the same time provide some valuable materials to scholars who are committed to researching non-common language teachers’ professional development.