教师专业认同这一概念是在近20年提出的。已有研究主要涉及教师职业认同的形成过程、自我感知、现状描述以及对专业发展的影响等方面，并且取得一定的研究成果，但这些研究多数集中在对在职教师的研究，对实习教师专业认同的关注却很少。

教育实习对师范生综合素质尤其是教育教学能力的提高起着至关重要的作用，是培养师范生教师认同感的关键环节。因此，教育实习期英语教师的身份认同研究有着更为重要的意义。

本研究选取寻阳（2014）编制的问卷，对高中英语实习教师的专业身份认同情况进行定性分析。五名同学会被抽取参加在线访谈。所有同学均来自北京师范大学外国语言文学学院2016级。研究发现: 教育实习前，实习英语教师的职业价值观水平最高，而对英语语言水平的认同感较低；教育实习后，实习英语教师的职业价值观水平虽有所上升，但变化并不明显，而对英语语言水平的认同则有所降低。

Teacher’s professional identity has been discussed in the last 20 years. Existing studies on English teacher identity focused on the formation process of teachers’ professional identity, self-perception, status description and their influence on professional development, and have made some achievements, yet most of them are concerned with the in-service English teachers.

As the key step to develop students’ professional identity, teaching practice plays a vital role in the improvement of comprehensive quality of normal university students, especially their teaching capability. Therefore, it is more important to conduct the research on student teachers’ identity.