Survey Of The Nanjing IT Teacher Professional Identity

The main research In this study is the information technology(IT) teachers’ Professional Identity, those who are direct participants of the IT curriculum development, the teachers of students’ literacy and key enablers’ of school informatization. On the basis of the literature searching, the paper summarizes both domestic and foreign research status on teachers’ professional identity, focusing on analysis of the concept, dimensions, influencing factors, and IT teachers’professional identity. Combined with the exchange with the six front-line teachers, the paper construct three dimensions and six indicators of IT teachers’ professional identity, which is fitting for IT teachers’roles and characteristics, and then IT teachers’ professional identity Survey Questionnaire in the primary and middle schools is drawn up. So we can know the Nanjing IT teacher professional identity status and existing problems, then do further in-depth analysis. Finally, combined teachers’ exchange feedback, the paper express the hopes and propose recommendations from several angles of the education policy, schools and individual teachers.This paper uses literature study, questionnaire survey, interviews and other research methods, designed to analyze the results of previous studies, and combined with the characteristics of the object of this study. And then the paper compiles reasonably questionnaire, so can know more objective status and characteristics of Nanjing IT teacher professional identity. The results show that Nanjing IT teachers’ professional identity generally in the mid to upper level. There is no significant difference in background of sex, belonged to the wage level, professional, and previous work experience in general and every dimension, but significant difference in different segment. There is no significant difference in the background of school age, qualifications, titles and additional tasks in general, but significant difference in some dimensions. Specifically:6-10school ages’IT teachers scored significantly lower than other school ages’teachers in the sense of belonging, the status of the subjects and disciplines development; Master degree IT teachers score significantly lower than other academic teachers on the teaching beliefs quota; undetermined level of new IT teachers score significantly lower than other titles IT teachers in the teaching ability identity quota; IT teachers who have5-7additional tasks score significantly lower than other IT teachers. Finally, based on the feedback of IT teacher feedback, the paper presents a few hopes and recommendations that will help to improve the IT teachers’professional identity and be good at their professional development.