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A Study On The Professional Identity And Influencing Factors Of Master Degree And Master Of Education In Full - Time Education

Posted on:2017-01-18Degree:MasterType:Thesis
Country:ChinaCandidate:K J ZhouFull Text:PDF
GTID:2207330485462820Subject:Higher Education
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In recent years, the number of full-time masters of education and pedagogy postgraduates showed a trend of sustained growth with the rapid development of higher education. Due to the blundering social climate, the severe employment situation and the embarrassing discipline status, the professional identity problem of this student group becomes increasingly prominent. In order to understand their professional identity situations and the influence factors,then further explore the similarities and differences of the both professional identity, the researcher compiles questionnaire of full-time master of education and pedagogy postgraduates’ professional identity and influencing factors which is based on the literature reviewing, open questionnaire and interview. Professional identity scale has three dimensions including professional cognition, professional emotion and professional behavior. Professional identity influencing factors scale which including five respects as social environment, the employment market, the important person, the professional objectively environmental factor and the own factor. The data analysis shows that the questionnaire has good reliability and validity, according with the requirement of psychometrics.The study chooses 247 full-time masters of education and 268 pedagogy postgraduates from S university as samples based on the principles of convenience.According to the survey and the data analysis, the researcher makes the conclusions:1. The full-time education masters’ professional identity in general and three dimensions are above the average level, which shows a positive trend. In demography variables, the full-time education masters show different degree of significant differences in professional identity and each dimension:(1) Different gender of full-time masters of education exist significant differences in professional behavior;(2) Under the condition of different original areas, the full-time masters of education exist significant differences in professional cognition;(3) Whether crossing specialties or not, the full-time masters of education exist significant differences in professional behavior;(4) Whether having working experience or not, the full-time masters of education exist significant differences in the overall level of professional identity, professional emotion and professional behavior;(5) Different learning results have different degree of significant differences in professional identity and each dimension;(6) Different reasons of professional choiceshave different degree of significant differences in professional identity and each dimension.2. The pedagogy postgraduates’ professional identity in general and three dimensions are above the average level, which shows a positive trend. In demography variables, the pedagogy postgraduates show different degree of significant differences in professional identity and each dimension:(1) In the different grades, the professional behavior of the pedagogy postgraduates exist significant differences;(2) In different learning performances, the pedagogy postgraduates have different degree of significant differences in professional identity and each dimension;(3) In different reasons for choosing major, the pedagogy postgraduates have different degree of significant differences in professional identity and each dimension.3. Compare the professional identity in general and three dimensions of the full-time education masters and the pedagogy postgraduates, the result shows that:(1) The professional behavior level of the males of full-time education masters is higher than that of the males of pedagogy postgraduates;(2) The seniors of full-time education master is higher than that of pedagogy postgraduates in general professional identity and professional behavior;(3) Beside the professional cognition, trans-disciplinary students of full-time education master is higher than that of pedagogy postgraduate in other dimensions.4. The self-factor has positive prediction for the professional identity in general and each dimension.The professional objectively environmental factor has positive prediction for the professional behavior.5. Differences exist in gender, grade and cross-major variables between the two subjects, which requires giving more attention on the females of full-time education masters, the males of pedagogy postgraduates, the seniors of pedagogy postgraduates and all trans-disciplinary students. For some extent similarities between the two subjects, the researcher puts forward some common suggestions: to guide the correct professional cognition is the foundation, to strengthen the positive professional emotion is the key, and to implement the proactive behavior is the emphasis.
Keywords/Search Tags:full-time master of education, pedagogy postgraduates, professional identity, influencing factors, suggestions
PDF Full Text Request
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