Teacher identity is a branch of study in teacher education that focuses on teachers’ cognition and conception of being a teacher. Exploring the meaning of teacher identity is regarded as an important analytic tool to understand teachers’ professional development (Beauchamp and Thomas, 2011; Varghese et al., 2005).
Although it is difficult to define teacher identity (Beauchamp and Thomas, 2009), there is a consistence that teacher identity is a rich and dynamic concept. It is not fixed; it is dynamically evolving and multifaceted (Gee, 2001). In order to better understand the unstable and shifting nature of teacher identity, Dynamic System Theory (DST) (De Bot, 2008) and chaos/complexity theory (Ch/C) (Larsen-Freeman & Cameron, 2008) was used as the theoretical framework of this research.
In the framework of teacher identity and DST & Ch/C theory, this study conducted a longitudinal investigation into teacher identity by using a qualitative research. This study described the process of formation and transformation of pre-service Chinese language teachers’ professional identity, explored the factors that influence teacher’s identity change, and discussed how the shift of identity affects their motivation of becoming a teacher.
It is found that pre-service teachers' professional identity construction is a non-linear process. It is unpredictable and environmental invovled. The result of this research draws some implications on teacher education program.
References
Beauchamp, C., and Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50, 6-13.
Beijaard, D., Meijer, P., and Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
De Bot, K. (2008). Complex systems and applied linguistics by Larsen-freeman Diane, & Lynne Cameron. The Modern Language Journal, 92(4), 644-645
Freeman, D. L., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. Modern Language Journal, 92(2), 200-213.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
Varghese, M. M., & Stritikus, T. (2005). “Nadie Me Dijo [Nobody Told Me]”. Journal of Teacher Education, 56(1), 73-87.
