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近年来,教师的自我身份认同逐渐引起国内外研究学者的关注。在社会建构主义视角下,教师的自我身份认同是指教师通过与外在环境的互动,建构性地逐渐形成一种动态的心理体验。在此对两位蒙古族小学英语教师进行了四个月的定性考察。通过整理分析数据,发现了少数民族英语教师在英语教学中呈现不一样的自我认同。针对现状,笔者提供了一些建议,从而可以让蒙古族英语教师在一定程度上实现积极、合理的自我认同。
In recent years, teachers’ self-identity gradually aroused the concern of domestic and foreign researchers. Under the perspective of social constructivism, teachers ’self-identity refers to teachers’ constructive formation of a dynamic psychological experience through the interaction with the external environment. Here two Mongolian primary school English teachers conducted a qualitative review of four months. By sorting and analyzing the data, we found that ethnic minority English teachers show different self-identity in English teaching. In view of the status quo, the author provides some suggestions, which can make Mongolian English teachers achieve a positive and reasonable self-identity to a certain extent.