Changes in Novice Teachers' Identity Construction: A Case Study of Two Novice Teachers in Central China

Abstract

This paper conducts a case study of two pre-service English teachers majoring in Master of English Education. By analyzing their self-reflection journals and interviews during the internship process, this paper reveals how pre-service teachers construct their professional identity during the teaching internship process. Based on it, this paper further discusses the main factors that affect the construction of their professional identity. The analysis found that the two novice teachers experienced four different stages during their internship. Besides, internal factors such as cognitive ability, professional ethic, interpersonal communication, self-evaluation, career development motivation, and external factors such as work environment and teaching guidance have positively affected their identity construction.