Research on the identity of pre-service English teachers and its influencing factors

Abstract

To explore the experiences and influencing factors of identity construction among pre-service English teachers, this study examined three pre-service English teachers enrolled in the second year of an Academic English Master's program at a university. Employing semi-structured interviews combined with multi-level coding data analysis, the research was conducted within a three-dimensional framework encompassing professional identity, personal identity, and situational identity. Findings reveal that identity construction among pre-service English teachers is a dynamic and complex multi-stage process, evolving sequentially through role recognition, theoretical learning, practical exploration, and identity formation. This process is shaped by both personal factors (teaching experience, professional competence, teaching motivation) and external factors (significant others, institutional environment), with the influence of “significant others” being the most pronounced. These findings offer practical insights for optimizing pre-service English teacher training systems. However, the study acknowledges its limitation of a relatively short time span, suggesting future research could track the identity development dynamics of pre-service teachers after they enter the profession.