ABSTRACT

Since 21st century, the research on teachers’ self-identity and its development has drawn more and more attention and concern in educational circles. For the students majoring in English teaching, four years of undergraduate teacher’s professional courses and practice activities have played a crucial role in the formation of their sense of identity. However, the disconnection with teaching practice, and their passive study attitudes have gradually resulted in many problems in their teacher identity. Based on the analysis of the courses and influential factors, such as personal interest, course instruction, teacher knowledge level and school policy, etc., this paper puts forward corresponding suggestions and countermeasures, including strengthening the education on professional ethnics of normal, intensifying practicalness of course, and facilitating self-reflection of normal, to make adequate preparations for their teaching career in the future. 

Key words: English education students; teacher identity; development strategy;

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One INTRODUCTION-1

Chapter Two LITERATURE REVIEW-2

2.1 Teacher Identity-3

  2.1.1 Definitions-3

  2.1.2 Characteristics of Teacher Identity-4

  2.1.3 Prospective Teacher’s Professional Identity-4

2.2 Strategy Research of the Development of Teacher Identity-5

  2.2.1 Strategy Research on the Level of Teacher-5

  2.2.2 Strategy Research on the Level of School-6

Chapter Three RESEARCH DESIGN-7

3.1 Research Objectives and Subject-7

3.2 Questionnaire and its formation-8

3.3 Case Study-8

3.4 Procedure-9

Chapter Four RESEARCH FINDINGS AND ANALYSIS-10

  4.1 Data Analysis-10

4.1.1 The Overall Analysis of Teacher Identity of Normal-10

4.1.2 Problems in Teacher Identity of Normal-11

  4.2 Factors affecting Teacher Identity of Normal-12

4.2.1 Internal Factors-12

4.2.2 External Factors-13

Chapter Five SUGGESSTIONS AND STRATEGIES-14

  5.1 Strengthening the Education on Professional Ethnics of Normal-14

  5.2 Intensifying Practicalness of Course-15

  5.3 Facilitating Self-Reflection of Normal-15

Chapter Six CONCLUSIONS-17

REFERENCES-18

APPENDIX-20