新手教师阶段被视为构建教师认同感的关键时期。虽然关于教师身份认同的研究已经取得了不小的进展，但针对中学新手英语教师身份认同的实证研究仍然显得不够充分。因此，本研究旨在探究中学新手英语教师身份认同的建构过程和影响因素。本研究采用了袁睿（2018）的教师身份认同轨迹框架来描述新手英语教师身份认同的建构过程，采用了寻阳（2016）的外语教师身份认同结构来探究不同因素对新手英语教师身份认同的影响。本文采用叙事个案研究的质性研究方法，数据收集方法主要为三轮序列访谈、叙事框架及文件收集。研究参与者是毕业于国内某重点师范大学的三名中学新手英语教师。

研究发现，三名参与者的身份认同构建过程尽管有所不同，却呈现出一些共性的特征。他们都在中小学和大学期间建立了对于教师职业的初始身份认同。三位研究参与者都在工作环境中经历了不同程度的身份冲突，并在自身和外界因素的影响下，最终分别呈现出认同、冲突和危机的建构路径。其影响因素有微观层面的实践性知识、过往经历、工作投入，职业道德和物质因素，中观层面的有组织文化和组织支持，宏观层面的有英语新课标改革带来的影响等。

基于以上发现，本文提出了提升新手英语教师身份认同的建议，例如增加对于新手教师班级管理技能和教学技能的教师教育课程；适当减少新手教师的工作量，可以考虑在新手教师适应工作后再分配班主任的工作；在新手正式参加工作前，应当设置完整的实习期以提前适应工作环境。同时列举了本研究的局限性，以期为今后该领域的研究提供参考。

The initial stage is considered a crucial phase for building teacher identity for novice English teachers. Even with considerable advancements in the study of teacher identity formation, there remains an insufficiency of empirical research focusing on the identity development of beginner English teachers in secondary schools. Therefore, this study aims to explore how novice English teachers construct their identity and the factors influencing the construction of their teacher identity. The study employed the tentative framework on language teacher identity trajectory of Yuan (2018) to depict novice English teachers’ identity construction process and utilized the Middle school EFL teacher identity structure of Xun (2016) to investigate the influences of different factors on the identity of novice English teachers. The current research adopted a qualitative research method of the narrative case study, which included the three-interview series and narrative frames as well as documents collections. The participants are three novice English teachers who graduated from a prestigious normal university in China.

The study found that although the three participants’ identity construction processes are different, they indicate some common characteristics. After establishing their initial identities in primary and secondary schools as well as university, the three participants each experienced varying degrees of identity conflicts in the workplace. Influenced by internal and external factors, they exhibited distinct trajectories of identity construction, ranging from identity development to struggle and crisis. This research has also found that the construction of identity among three participants varies based on micro factors such as practical knowledge, past experiences, work engagement, professional ethics and treatment. For meso factors, organizational culture and support influence their identity formation. As for macro factor, English teaching curriculum reform has different influences on their identity construction.

Based on the findings above, this article proposed some suggestions for enhancing novice English teachers’ identity construction. Teacher education courses on classroom management skills and teaching skills for novice teachers should be increased. School should appropriately reduce the workload of novice teachers and consider assigning homeroom teacher duties after novice teachers have adapted to their work. Before formally entering the teaching profession, a complete internship period should be established to adapt to the work environment in advance. At the same time, the limitations of this study are enumerated, aiming to provide reference for future research in this field.