The Connotation and Construction Paths of Novice College English Teachers’ Professional Identity Development

Abstract

With the rapid development of economic and cultural internationalization and globalization, especially under the Belt and Road Initiative, college English for non-English majors has become one of the important aspects in quality improvement of higher education and the cultivation of well-rounded international talents in colleges and universities. College English teachers are the leading executors of college English curriculum and educational system. Therefore, the teachers' qualities determine whether the curriculum and system will be successful or not. How to promote college English teachers' sense of belonging and worth, their professional identity and the quality of their teaching practice has become a vital issue we are now confronting with. Studies on the influencing factors of teachers' professional identity development can be found. Researches about the differences and similarities of different types of teachers' professional identity development can also be found. However, few researches about the connotation or construction paths about novice college English teachers' professional identity development can be found. Teachers' professional identity is about the process of teachers' learning which is achieved through continuous discussion and communication with other members in various situations created by communities in both personal life and professional life. This research analyzes the connotation of novice college English teacher's professional identity development. Learning in the form of community and reflection on the teaching practice is vital to help novice teachers improve their professional identity development. The researcher also puts forward some suggestions on the construction paths of the development, which might enhance their professional identity development in objective, individual, practice and emotion, so as to bring some enlightenment to relevant researchers. How to cite this paper: Zhang, B. H. (2023).