The Characteristics Of Student Teachers' Professional Identity

The concept of teachers'professional identity is proposed in the past 20 years, and subsequently teachers'professional identity has become an independent research topic. Researchers are increasingly concerned about it. Existing researches mainly related to the formation of teachers'professional identity, self-perception, description and the impact on professional development, and these studies have achieved certain results. However, few studies are about student teachers. Student teachers, as a reserve army of teachers, the development of whose professional identity is directly related to the future stability and development of teachers, and cannot be ignored.Teachers'professional identity contains a teacher's positive knowledge, experience, and behavior tendency about the teaching profession and role. Its level reflects a teacher's perception of the teaching profession his action consistent with the teaching profession. This study based on the research of Wei Shuhua, and we attempt to amend the "Teachers'Professional Identity Scale " to form a measurement tool for student teachers'professional identity. With this new scale, we investigated the characteristics of the student teachers'professional identity. The results showed that: (1) student teachers'professional identity is a multi-dimensional structure, composed of professional values, role values, and professional behavior tendency; (2) the "student teacher professional identity scale " has good reliability and validity, and can be used to measure the level of primary and secondary student teacher'professional identity; (3) the current overall level of student teachers'professional identity is relatively high, but the student teacher's professional identity level is not balanced among the three factors; the professional values showed the highest score, and the professional behavior tendency showed the lowest score; (4) there are significant gender differences on student teachers'professional identity level , and female student teachers'professional identity was significantly higher than male student teachers'; (5) student teachers'professional identity level in two variables of major and family showed no significant difference; (6) through the variables in the student leaders, the professional values of factor scores were significantly different, and students with the leader experience are higher than that without the leader experience ; scores of professional identity and two other factors showed no significant differences.