Teacher Identity and Teacher Professional Development in China
Download as PDF
Teacher identity feedbacks teachers' attitudes and expectations about themselves, teaching and social status, and is also an important influencing factor affecting teachers' professional development. Through the use of questionnaires and semi-structured interviews as the main methods, this paper conducted a survey on 270 middle school teachers. Through analysis, the level of teacher identification in China is relatively high, and it has the advantages of context and stage, but still have a certain degree of identity crisis. On this basis, the author analyzes the close relationship between English teacher identity and teacher professional development, and provides relevant opinions or suggestions for relieving the identity crisis.
Teachers, teacher identity, professional development