中学英语教师身份认同及其对教师专业发展的影响

An Empirical Study on the Construction of Middle School EFL Teacher Identity

英语教师身份认同反映英语教师对自身、英语教学及其社会地位的态度与期待，是影响教师 专业发展的重要因素。本研究以问卷调查、访谈、课堂观察为主要方法，对283 名中学英语教师进行了为 期半年的调查研究。研究结果发现，我国英语教师身份认同观主要包含五大核心观念：教师职业价值观、 教学信念拓展观、自身语言能力提升观、英语教学改革观和教学科研进修观；英语教师身份认同对提升教 师的专业能力起到积极作用，提高英语教师的身份认同水平是促进其专业能力发展的重要路径。

EFL teacher identity reflects teachers’ attitudes and expectations to English teaching and their social status， and influences their professional development. By using multi instruments including questionnaire， interviewing and classroom observation， the study makes a survey of 283 middle school English teachers. It reveals that EFL teacher identity consists of five views: professional values， the view of expanding teaching beliefs， the view of promoting English language competence， the view of teaching reform and the view of teaching and research training; it argues that teacher identity can help to foster teachers’ teaching and research competence.