A Case Study On The Construction Of High School English Teacher Researcher Identit

Teacher identity is the cognitive recognition that teachers form about themselves and their profession in the process of interacting with the surrounding environment.It is a continuous construction process that runs through the entire professional development stage of the teacher,affecting both the teacher’s external professional performance and internal professional development.With the increasing attention being paid to the inner world of teachers,English teacher identity has gradually become an important studied topic in the field of foreign language teacher education.However,there are currently few studies focusing on the construction of the researcher identity among high school English teachers.Teachers are the key element in ensuring the effective implementation of the English curriculum,and the level of teaching and research of the teacher is the key to the effective implementation of the English curriculum.Therefore,conducting teaching and research practices and becoming research-oriented teachers should be a common goal pursued by current high school English teachers.To gain a deeper understanding of high school English teachers’ understanding of their researcher identity,identity factors that influence the construction of their researcher identity,and explore effective measures and approaches for constructing teacher-researcher identity,this paper uses a case study method in qualitive research,using purposive sampling to select English novice teacher A and expert teacher C from two different high schools in G City as research subjects.The study uses in-depth interview to collect primary information on A and C’s understanding of their researcher identity,construction practice and process.At the same time,the author uses on-site observation and textual analysis to obtain deeper data on the teachers’ participation in research practice activities,research results,and reflection.First,the author analyzes the data obtained through three approaches,and then compares and verifies the data between the three categories,taking the mutually verifiable data as the main data for the study,and conducts in-depth analysis to answer the basic questions posed by this study.The research results show that the “researcher” identity is a necessary sub-identity for the professional development of both A and C teachers,promoting the common development of research and teaching.However,in specific practical terms,although novice teacher A can maintain the correct ideological identity that teachers should develop a researcher identity,he has not been able to truly construct a researcher identity in practice.Expert teacher C,on the other hand,has constructed a researcher identity in both ideology and behavior,maintaining a high degree of consistency,but the process of constructing her identity shows characteristics of twists and turns,complex fluctuations,and development.They are influenced by subjective factors such as the research awareness,ability,and motivation of the two teachers,as well as objective factors such as the school’s resource guarantee,research atmosphere,evaluation mechanism,and spiritual support.Based on these factors,this essay proposes strategies to promote the construction of researcher identity among high school English teachers from three perspectives: teachers themselves should adhere to the concept of lifelong learning to improve their research literacy,schools should guarantee a mechanism for teaching and research,and society should provide objective evaluations to support teachers’ research.