The Interaction between Teacher Identity and Language Metacognitive Ability

Abstract

This paper explores the dynamic interaction between teacher identity and metacognitive competence in the second language classroom. Through classroom observation and in-depth interviews, it is found that there is a two-way promotion relationship between teachers' cognitive reconstruction of professional roles and metacognitive reflection: stable identity provides value orientation for metacognitive activities, while high-level language metacognitive ability promotes teachers to break through the traditional role framework. The co-evolution of the two forms a spiral professional development path, which has important implications for optimizing the teacher education system. The study reveals that teachers need to integrate cognitive ability and professional identity in practice and reflection in order to achieve teaching concept innovation and professional growth.