《理工科大學公共英語教師職業認同的內涵與形成機制：基於社會心理學視角的個案研究》：
2.2 Previous studies on teachers' professional identity
The topic of teachers' professional identity has been studied across various research areas： from novice teachers' professional identity formation to a public face of teacher identity constructed in some educational policy documents, from teachers' perception of their profession in general to the process of identity shifts through one individual teacher's story-telling, from the impact of action research on teachers' multiple role identities to discourse analysis of professional identities through teacher talk. To compound the problem, researchers use the term "teacher identity） or "teachers' professional identity" loosely without giving a clear definition （Beauchamp and Lynn 2009）. In light of this, it is unlikely to put all these studies within one single framework. For the sake of analysis, here the term "teachers' professional identity" is used as an umbrella term to cover both "teacher identity" and "professional identity of teachers."
2.2.1 Teachers' Professional Identity Research in the Domain of K-12 Teacher Education
Research on teachers' professional identity at K-12 level can be roughly categorized into three types according to their different focus of attention.
The first type of research within the framework of teachers' professional identity takes special interest in how pre-service teachers or novice teachers or teachers without any traditional training before form their professional identity and what kind of conflicts or dilemmas they might encounter when they go through this phase. Expressions like "creating a teacher identity" or "developing a professional identity" are usually used in this line of research. And in this context, "professional identity" can be understood both as a socially accepted idea of what teachers are expected to know and behave and student teachers' own sense-making of what it means to be a teacher. Volkmann and Anderson （1998） explored how a first-year chemistry teacher created a professional identity by examining his one-year long teaching journal for emergent themes. After studying pre-service teachers' personal beliefs and perceptions through their self-reflection, Walkington （2005） argued for a consultative mentoring model of teacher education rather than traditional supervision model to foster a positive and personally meaningful teacher identity. On the other hand, some studies highlighted the biographical source of the personal dimension of professional identity new teachers bring to the understanding of their job, for example, immediate family members, apprenticeship of observation, etc. （Sugrue 1997）.
The second type of research on teachers' professional identity mainly focuses on teachers' perceptions of their profession. This could be explored either by questionnaires or interviews for emergent themes. For some studies, teachers of a low-status subject in schools （like physical education） or teachers against a gendered stereotype （male teachers in elementary schools） were chosen as the participants （Paechter and Head 1996; DeCorse and Vogtle 1997）. Professional identity was understood here as the extent to which they see themselves as an occupational group. In some other studies, teachers' professional identity were represented by certain aspects of the teaching profession that the researcher is interested in. （Mitchell 1997; Beijaard et al. 2000）. It was found that there was a lack of shared professional identity among teachers. Studies which operationalized professional identity as some measurable items in a questionnaire aimed to find the correlation between teachers' professional identity and job burn-out and other related variables （Gaziel 1995; Wei 2008; 11 2009）. Results showed that professional identitycould predict job satisfaction and turn-over rate.
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