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eption.Subsequently, each category is divided into a number of subcategories (14 in total) (Beijaardet al., 1999), but it appeared to be difficult for teachers to focus on each subcategoryseparately. Then, inspired by the work of Bromme (1991), Beijaard et al. (1999) classifies itinto three types of experts those teachers see themselves on the basis of teacher’s knowledgeof their professional identity, they separately are subject matter experts, pedagogical experts,and didactical experts.
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2.2Theoretical Framework
Symbolic interactionism is a perspective that emerged chiefly from the work ofAmerican tradition of pragmatism, philosophy and social psychology（Fidishun,2002）. Itchallenged “the mechanistic world view and dualistic assumption of classic rationalism(Shalin, 1991:p223) .One of the most recognized challengers Blumer (1969) identified thecore attributes as consciousness, the mind, a world of objects, human beings as organismspossessing selves, and human conduct in the form of constructed acts. From these coreattributes, Blumer proposed a number of basic ideas or “root images” to frame humansocieties: human groups or societies, social interaction, objects, the human being as actor,human action, and the interaction of the lines of action. Together, these root images representthe way in which symbolic interactionism views “human society and conduct”.Symbolic interactionism is used in this study to focus on the interactions of teachers ineducational context. Core to the symbolic interactionist principle is a focus on socialinteraction and meanings that result from the process of interpreting these interactions. Thesignificance of symbolic inteactionsm, according to Rosenberg and Turner (1981), is that itplaces emphasis on researching real-life event, such as the practice of teaching. Within aneducational context, Hargreave（s1995）argues that symbolic interactionism “helps clarify whyteachers (and others) do what they do” and that it addresses the practical realities rather thanholding people to perspectives ideals or moral exhortation concerning human change of thisspace and development. Exploring the identity of English teachers in the context of this studylends itself well to the principles of symbolic interacitonim, due to the highly interactivenature of the context that is rich symbols: language, objects and social interactions.The source of meaning emerges from social interactions between individuals and things
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Chapter Three Methodology .... 10
3.1research Questions ..... 10
3.2research Approach ..... 10
3.3subjects .... 11
3.4 Data Collection ......... 13
3.5 Data Analysis ...... 15
3.6 Summary....... 15
Chapter Four Results And Data Analysis ......... 16
4.1initial Professional Identity Construction-An Ongoing Process........ 16
4.2 Factors Influencing English Teachers’Initial Professional Identity.......26
4.3 Difficulties Encountered During Initial Professional Identity .... 40
Chapter Five Discussions And Implications .... 44
5.1 A Tendency To Construct Professional Identity Towards Teaching ....... 44
5.2ANew Perspective To Classify Factors Influencing......... 45
5.3 Implications ........ 47

Chapter Four Results and Data Analysis

4.1 Initial Professional Identity Construction-an Ongoing Process
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