Versions
- 19-12-2024 (3)
- 19-12-2024 (2)
- 18-12-2024 (1)
Keywords
Teachers’ professional identity
Pre-service teacher
Novice teacher
Abstract
The ongoing curriculum reform in China in the context of teaching English as a foreign language considered public expectations and the demand for talent, emphasizing that pre-service English teachers should become increasingly involved in teaching professional knowledge and skills. However, upon entering the teaching profession, where pre-service English teachers often lacked expertise, they had to confront various challenges, such as bridging gaps in subject knowledge and teaching experience. Therefore, this study aimed to investigate the transformation process of English teachers' professional identity across three critical stages: before the teaching practicum, after teaching training, and at the onset of novice teaching. This study was conducted at a selected university in Hebei province, China. Guided by sociocultural and activity theory, it employed a qualitative approach using semi-structured interviews to explore teachers’ identity transformation and construction. The findings of this study provided references for policymakers to revise the training mode and optimize the curriculum of Chinese universities for teacher-training English students. It also proved helpful for novice English teachers in integrating English language proficiencies with English teaching skills to enhance their professional identity as English teachers.
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