角色认知是教师发展的重要组成部分，也是教师教育能力的具体体现。个人解释框架下的教师角色是教师对自身在教学生活中所扮演角色的反思性理解，是对“我是谁”问题的回答。而隐喻视角下的英语职前和职后跨度的教师角色研究相对缺乏。研究以“教师角色”和“教学隐喻”为理论线索，收集2015级英语学科公费师范生，在职前职后两个时间节点对自身教师角色的绘图隐喻和描述，结合半结构化访谈，目的是跟踪研究30名教师角色隐喻的现状、特征和变化。由此提出以下研究问题：（1）新手英语教师使用哪些隐喻来描述“英语教师”的概念？（2）新手英语教师角色隐喻反映出该群体在专业发展过程中具有什么样的阶段性特征？（3）从师范生到新教师，新手英语教师使用的教师角色隐喻是否有变化？如果有，有何变化？如果没有，有何原因？研究运用认知隐喻理论衍生出的隐喻分析方法，解构新手教师30组绘图隐喻发现新手教师角色认知现状具有5种角色倾向：终身学习者、育人实践者、学习引导者、教学管理者和反思型实践者。结合新手教师10组访谈内容进一步分析得出此阶段教师角色认知方面的3个特征：（1）教师发展过程中既有困难忧虑也有成长喜悦；（2）教师角色的作用具有局限性；（3）教师追求兼具育人初心与应试成绩，新手教师关注自我成长。最后，将职前职后各30组绘图隐喻按教师是育人艺术家、知识经营者、教育科研者、教师与学生是权势天平两端、教师是动态情境中的教师5种分类，对比分析后发现两个取样点各类隐喻意象的数量占比类似，意象类型相似，变化不大。隐喻类型数量相似原因有两方面：社会教师角色伦理政策影响下的惯性和教师角色概念的结构性。另一方面，一线教学经历使新教师的隐喻意象变得更加辩证和复杂，不是单一正面或者负面的意象，体现出辩证反思的态势。研究通过隐喻视角对英语公费师范生教师角色的跟踪研究，为教师教育研究提供参考价值。从教学新手到有经验教师甚至更长远的发展过程中，教师角色隐喻将如何继续发展变化，值得进一步深入探究。

Teacher’s role plays crucial ingredient of teachers' development, and reflects teachers' educational ability. Teacher's role under the personal interpretation framework is the reflective understanding of teacher in teaching life, answering the question -- Who am I. However, the research about the changes of English teacher’s role from pre-service teachers to novice teachers are lacking. Based on the theoretical clues of teacher's role and educational metaphor, this follow-up study addresses this issue by analyzing drawing metaphors, written descriptions, and semi-structured interviews. Our main concern is to reveal the states, characteristics, and changes of 30 English normal students, with the following research questions raised: (1) What metaphors do novice teachers use to describe the concept of "English teacher"? (2) What are the characteristics of the novice teachers' role? (3) From pre-service teachers to novice teachers, do role metaphors change? If so, what has changed? If not, why not? Using the metaphorical analysis method derived from cognitive metaphor theory, the study deconstructs 30 groups of drawing metaphors of novice teachers and 5 types of role tendencies are found: lifelong learner, teaching practitioner, learning activity guide, teaching administrator and reflective practitioner. Furthermore, with 10 semi-structured interviews, the study reveals that there are 3 professional development characteristics after being novice teachers: (1) Facing both difficulties and joys of the growth; (2) Limitations of teachers' role; and (3) Keeping the initial intention and the desire of examination-oriented achievements and self-growth. Finally, 60 metaphorical images before and after being teachers are classified into 5 categories: Teachers are educating artists, knowledge operators, educational researchers, teachers and students are the two ends of the balance of power and teachers in dynamic situations. Through comparison and analysis, it is concluded that the number and types of metaphorical images in the two stages are similar while the frontline teaching experience makes the metaphors of novice teachers more dialectical and complex, reflecting a comprehensive understanding of English teacher. The follow-up research makes contribution to teachers’ education. From novice to experienced teachers, how the role metaphor evolves is worth further exploring.