积极的教师身份认同对于职前英语教师的职业发展具有重要意义。为了促进职前英语教师身份认同的积极构建，探索他们的身份认同特征和影响因素是很有必要的。本研究旨在引起职前英语教师和师范院校对于职前英语教师身份认同消极特征和影响因素的更多关注，以便职前英语教师能更努力地提高教学能力和师范院校能够加强教师教育和培训。

根据Kelchtermans (1993) 和寻阳（2014）等人的研究成果，本研究改编并提出了关于职前英语教师身份认同的结构框架: 教师身份认同包含4个亚身份认同，即职业身份认同，专业身份认同，个人身份认同和专业发展身份认同。基于该结构框架，研究者以北师大6名英语公费师范生为研究对象，对他们的半结构化访谈内容，教学法课程反思和教育实习日志进行内容分析，对数据进行编码、归并和阐释，归纳出职前英语教师在4个亚身份认同和10个维度下呈现的具体特征以及探究影响这些特征的因素。

        本研究发现，经历了四年专业教师教育和两个月的教学实习后，职前英语教师对自身的职业身份认同和个人身份认同水平较高，具体表现在积极的职业价值观，较强烈的教师群体归属感，较高的教学热情和工作投入度等。但他们对自身的专业身份认同和专业发展认同水平偏低，具体表现在教学信念感偏低，对自身教学能力信心不足，未来职业选择不够坚定等方面。影响这些特征的因素有内部因素和外部因素。内部因素包括英语语言水平和教学意愿。英语语言水平对职前英语教师的教学信念，教学能力和教学热情有显著的影响。教学意愿对他们的职业价值观，工作投入度，未来职业选择和职业规划有着重要影响。外部因素包括教学指导教师(大学教学指导老师和实习学校指导老师)和实习学校的学生。大学指导教师对于职前英语教师的教学理论和方法的形成有重要的影响，而实习指导教师对他们教学实践能力和班级管理能力的培养有重要作用。实习学校学生的理解和鼓励也能增强职前英语教师的教学热情。研究中讨论到的启示对于师范院校的教师教育具有一定的参考价值。

Positive teacher identity is significant to the professional development of pre-service English teachers. To promote the positive construction of pre-service teachers’ identity, it is necessary to explore the characteristics of their identity and the factors influencing the features. This study aims at drawing more attention from the pre-service English teachers and normal universities to the negative characteristics and influencing factors, so that the prospective teachers can take more efforts to improve teaching competence and the normal universities can improve teacher education and training.  

According to the research results of Kelchtermans (1993) and Xun et al.(2014), the structure framework of pre-service English teachers’ identity is adapted and proposed. The structure framework contains 4 sub-identities, i.e., career identity, professional identity, individual identity, and professional development identity. Based on this structure framework, 6 government-funded English normal students are taken as subjects and the method of content analysis is adopted to analyze the data from semi-structural interviews, lesson reflections of Teaching Methodology course and practicum teaching journals. The data is coded, categorized and elaborated, in order to summarize the characteristics of pre-service English teacher’s identity from 4 sub-identities and 10 dimensions. The influencing factors are also further discussed.

It is suggested that, after having 4-year of professional teaching training and experiencing 2-month of practicum, pre-service English teachers have high agreement on their career identity and individual identity, which is reflected in their positive professional values, a strong sense of belonging to teacher groups, relatively high teaching passion and job engagement, etc. However, they have low agreement on their professional identity and professional development identity, which is presented in weak teaching belief, diffidence in teaching competence and infirm future career choice, etc. The influencing factors are categorized into internal and external factors. The former one includes English language proficiency and teaching wills. Language proficiency has a significant influence on pre-service teachers’ teaching belief, teaching competence and teaching passion, while teaching wills significantly affect their professional values, job engagement, future career choice and planning, etc. The external factors include teaching instructors (supervisors at college and teaching tutors of practice schools) and the students of practice schools. Supervisors at college affect pre-service teachers’ formation of teaching theories and methods, while teaching tutors of practice schools more impact the cultivation of teaching practice and class management abilities. The understanding and encouragement from students of practice schools can also enhance their teaching passion. The implications discussed in this study have referential value to teaching education at normal universities.