International Journal of Education

With the deepening of basic education curriculum reform and the comprehensive promotion of the core literacy system in the English discipline in Changan District, Xian City, Shaanxi Province, the training of primary school English teachers is facing a paradigm shift from "knowledge transmission" to "literacy cultivation". As an important carrier for the professional socialization of pre-service teachers, educational internship has transcended the role of merely training teaching skills and has shifted towards the in-depth construction of teacher identity. Current research indicates that pre-service teachers generally experience role cognition conflicts and professional identity anxiety during their internships, while the existing teacher education system lacks systematic attention to the generation mechanism of identity. Given the dual attributes of the English discipline as both a tool and a humanistic subject, it is even more necessary for teachers to integrate language ability development and cultural education functions in teaching practice.In view of this, this paper focuses on the identity negotiation process of pre-service primary school English teachers in the context of educational internship, aiming to reveal how internship experiences shape their professional self-perception through multi-dimensional interactions, and to provide theoretical support and practical references for constructing a literacy-oriented teacher development path[1].

Educational internship; Primary school English; Teacher identity; Influence and development path