A Research On Student Teachers’ Professional Identity

The teacher becomes a professional career is a hot issue in teacher education research. Asnormal school students of the tomorrow’s teachers, how to recognize teachers’ career, andhow to achieve their own specialization, play an important role for the development of theteachers. Teaching practice is an important factor affecting teachers’ professional identity ofnormal school students, how to enhance their professional identity through teaching practiceis a problem worth of study.The purpose of the paper is research on the student teachers’ professional identity beforeand after teaching practice, research on whether teaching practice has effect on studentteachers’ professional identity or not, and its influence factors. For achieving the purpose ofstudy, there are250student teachers of Northeast Normal University selected as studysubjects. The paper uses the method of questionnaire investigation, using the self-designedquestionnaire as the research tool, and SPSS17.0statistical analysis. Finally it reaches theconclusions and offers the corresponding suggestions.The conclusions of this thesis are:1. There is no significant change on student teachers’professional identity before or after teaching practice, but the professional knowledgedimension rises, continuance commitment dimension declines.2. in variable of vital statistics,In terms of gender, after practice boy students’ professional identity decline, while girls’ rise;In the professional, liberal arts students’ professional identity increased in amplitude beforeand after practice than the science students, continuance commitment dimension of liberal artsstudents significantly enhanced; in the practice of tutoring, student teachers who don’t havetutoring practice,their professional identity declines after the teaching practice, while the oneshave tutoring practice rises; from the grades of teaching practice, students practicing inelementary and middle school, their professional identity rises, while students practicing inhigh school, their professional identity declines, but their professional knowledge dimensionrises; from the aspect of their parents are teachers or not, there is no significant changesbetween them.3. on the status quo of student teachers’ professional identity, their level stayhigher relatively, professional understanding dimension gets the highest score, while thecontinuance commitment score is lower, the variable of vital statistics effect it from differentparts, tutoring practice, practicing way, teaching lessons, emphasis on practice all effect theirprofessional identity most.4. among the effecting factors, practicing teacher, reflection afterpracticing stay on top two, while the educational curriculums during college period effect itlest.Based on the study conclusions, there are some pieces of suggestion:1. Assign thementors according rules;2.emphasis on summary and reflection;3.extend practicing time,sound practicing organization and management;4.choose and assign practicing schoolproperly;5.arrange the educational curriculum reasonable.