Research On Teachers’ Professional Identity Of Full-time Master Of Education

The degree of teacher professional identity to students not only directly affectsthe course learning of pre-service teachers, but also impacts on teaching jobs if settingtheir minds on or being enthusiastic after graduating. The master degree of educationis a new exploration to foster high level of primary and secondary school teachers inChina. However, some universities recruited many full-time masters of educationpostgraduates who adjusted from the registered academic masters. The understandingof their recognition to teaching profession and factors that affect their identity canprovide necessary information to reform and improve the enrollment of full-timemaster of education postgraduates and the fostering process.The study discusses the current situation and influencing factors in teachers’professional identity, taking the example of Northeast Normal University. The mainmethods of this study are questionnaires and interviews. Questionnaires are on thebasis of analyzing the related to research literatures about teachers’ professionalidentity., designing the questionnaire on teachers’ professional identity of full-timemaster of education, which includes two parts, one is the demography variables andthe other includes professional identify(15questions) and influencingfactors(11questions), The dimensionality of profession identify classifies recognition,behavior orientation, value, willingness, and expectation of profession. Thedimensionality of influencing factors classifies academic advisors, profession identify,and university environment. Questionnaire survey is conducted to full-time masters ofeducation postgraduates in Northeast Normal University (369,12majors), andSPSS11.5is applied to the statistical analysis. The interview survey is basis on aself-designing interview outline, having deeper interview to15full-time masters ofeducation postgraduates of11majors.The findings of this study:（1）the statement of the teachers professional identityof full-time master of education is better as a whole (M=56.6775>45).(2) Differencesin faculties, grades, motivations, and subjects (p=0.000), normal or non-normal majorin undergraduates (p=0.003), interdisciplinary or not (p=0.001), which are obvious.(3)Whether the postgraduates are dispensed or not, there are differences between them in profession identity (p=0.018), in which the dispensed ones are lower than those arenot, mainly reflecting on the behavior orientation, profession value, and professionwillingness.(4) There is no obvious distinction between arts and science (p=0.842),teaching experience or not (p=0.623), birthplaces (p=0.377), characteristics (p=0.121),and types of undergraduate universities (p=0.594).(5) The dimensionalities ofprofession identity are not obvious different in every variation, excepting for gradesand disciplinary or not.(6) There is positive relevance between influencing factorsand profession identity (p=.310**).(7) The influencing factors mainly include: socialfactors, national policy, university, and individual factors.According to the conclusion, the study put forward the following suggestions:(1)Enlarging the publicity of the policy strength on the full-time master of educationpostgraduates.(2) Constantly improving self-elements of colleges and universities,and forming specialized educational system.(3) Establishing development programsof individual profession.