近十年来，越来越多的研究强调在构建教师身份的过程中，教师职业身份张 力的重要影响。尽管研究者们对职前教师职业身份张力的类型描述得相对详尽， 但有关职前英语教师在教育实习期间的职业身份张力的研究相对匮乏。探讨职前 英语教师在教育实习期间遇到的职业身份张力、影响因素和调控策略有利于她们 及其大学和实习学校更好地认知张力的重要性，以及意识到如何更有效地调控张 力。

对此，本研究以一所 985 师范院校 Z 大学学科英语专业的 52 名职前英语教 师作为研究对象，讨论她们在教育实习过程中遇到的职业身份张力。研究采用质性研究与量化研究结合的方法，使用问卷、访谈和教师日志几种工具收集有效数据。通过数据分析，本研究有以下发现：

首先，职前英语教师在教育实习期间，常能感受到三大主题下八种不同类型 的职业身份张力。其中，本研究发现了两种体现了职前英语教师职业身份张力特殊性的类型。一系列职业身份张力给职前英语教师带来了或积极或消极的影响。

其次，造成职前英语教师产生职业身份张力的影响因素既有学习经历等个人因素， 也有人际关系等情境因素。最后，职前英语教师产生职业身份张力时所采用的调 控策略以关注问题解决的为主，受情绪操控的为辅。教师情感、能动性和人际关系是影响同一位职前英语教师转换调控策略，以及影响不同的职前英语教师面对同一类型的职业身份张力时采取不同调控策略的重要因素。

因此，本研究建议职前英语教师以及其所在大学、实习学校提升对其教育实习期间职业身份张力的关注度，共同探索能有效调控所遇到的职业身份张力的策略，从而促进职前英语教师的身份建构，推动从学生身份到教师身份的良性转变。

In the past years, more and more research have emphasized the significant influence of professional identity tension (PIT) on the construction of teacher identity.

Though the types of PIT have been analyzed considerably, research about pre-service English teachers’ PIT is not enough. It is the discussion about the types, influencing factors and coping strategies of their PIT during the teaching practicum that can

demonstrate the importance of PIT to pre-service English teachers, their university and school. Besides, effective strategies to cope with PIT can be guided to adopt.

Therefore, this research aims to discuss the PIT that pre-service English teachers mainly experience during their teaching practicum, taking 52 pre-service English teachers from Z University as research participants. The research combines qualitative methods and quantitative methods and adopts questionnaire, interview and teacher diary to collect useful information.

Through data analysis, this research has found that:

Firstly, pre-service English teachers often experience 8 different types of PIT that belong to three major themes. Especially, two types distinguish pre-service English teachers’ PIT from others. It is also worth mentioning that PIT can bring positive or negative influence to them. Secondly, both personal factors like learning experiences and contextual factors like interpersonal relationship give rise to PIT that pre-service English teachers experience. Lastly, pre-service English teachers mainly adopt problem-focused coping strategies and sometimes adopt emotion-focused coping strategies. Teacher emotion, teacher agency and interpersonal relationship are important reasons behind the adoption of coping strategies. It is suggested that pre-service English teachers and their tutors attach more importance to PIT during the teaching practicum and actively explore the coping strategies, so that pre-service English teachers’ teacher identity can be constructed more smoothly.