Research on the influence and development path of educational internship on the identity recognition of pre service primary school English teachers
教育实习对职前小学英语教师身份认同的影响及发展路径研究

摘要

教育实习作为教师专业发展的重要环节，是职前教师实现从"学生"到"教师"角色转换的关键场域。在基础教育改革深化与英语学科核心素养推进的背景下，小学英语教师既需具备扎实的语言教学能力，更要形成稳定的专业身份认同。现有研究多聚焦实习对教学技能的提升作用，而对身份认同的建构机制关注不足。本文采用混合研究方法，追踪30名职前英语教师在教育实习中的身份协商过程，揭示实习经历如何通过课堂教学实践、师生互动反思、专业社群参与等路径，影响其教师角色的认知重构与情感认同。

Abstract

With the deepening of basic education curriculum reform and the comprehensive promotion of the core literacy system in the English discipline in Chang'an District, Xi'an City, Shaanxi Province, the training of primary school English teachers is facing a paradigm shift from "knowledge transmission" to "literacy cultivation". As an important carrier for the professional socialization of pre-service teachers, educational internship has transcended the role of merely training teaching skills and has shifted towards the in-depth construction of teacher identity. Current research indicates that pre-service teachers generally experience role cognition conflicts and professional identity anxiety during their internships, while the existing teacher education system lacks systematic attention to the generation mechanism of identity. Given the dual attributes of the English discipline as both a tool and a humanistic subject, it is even more necessary for teachers to integrate language ability development and cultural education functions in teaching practice.In view of this, this paper focuses on the identity negotiation process of pre-service primary school English teachers in the context of educational internship, aiming to reveal how internship experiences shape their professional self-perception through multi-dimensional interactions, and to provide theoretical support and practical references for constructing a literacy-oriented teacher development path[1].