The Research Of The Structure And Present Characteristics Of Teacher’s Professional Identity

Hundred years’policy based on education, while the education policy based on teachers. Teachers play a crucial and irreplaceable role in improvement of education quality, comprehensive development of students and realization of education aim. Nowadays, teacher’s education and development issue, especially as education reform reached conclusive step, has been raised much more concern. From the exploration of teacher’s professional standard to the changing of teacher’s role, and from the knowledge of teachers to the effectiveness of class, all of these have been experienced plentiful research. While, teachers’identity to themselves and to their profession reflect some confusion and puzzlement in some degree when rethinking the issue of teacher’s education and development, this issue not only bad for teacher’s practice and emotion, but also take negative effects to teacher’s growth. Teacher’s professional identity, as the foundation of their professional development and as the ingredient of their happiness, take on considerable role to the success of education reform. Therefore, teacher’s professional identity is being appealed.The paper mainly concentrate on the following issues:the first section tend to explore the basic theoretical question about teacher’s professional identity, the second section tend to analyse the composition of teacher’s professional identity, the third section tend to describe the present characteristics of teacher’s professional identity. By doing research of these three sections, we hope we can get a better understanding of the connotation, composition and present characteristics of teacher’s professional identity. The research, at the very beginning, discusses some basic theoretical question in order to master the connotation, feature and correlative concepts. We claim that teacher’s professional identity is a kind of perception, experience and thinking to their profession and themselves in the process of educating and teaching, and a process as well as a state which achieved on the basis of interaction and rethinking. Teacher’s professional identity have initiative, constructive, situational, dynamic and social traits. Then the next step explore the construction of teacher’s professional identity, which is accomplished by theoretical constructing and empirical verifying. We think that teacher’s professional identity consist of 6 factors which are professional ego, professional motivation, professional attitude, professional knowledge, professional circumstance and professional commitment respectively. Finally we establish a high reliable and valid questionnaire before putting it into survey, the findings show that there are many different characteristics of our teacher’s professional identity on the different variable level. As the following displaying:(1) The integral level of teacher’s professional identity is comparatively higher, and the motivation level is the highest in all dimensionalities. (2) Males are slightly higher than females in terms of integral level and motivation level and circumastance level. (3) Teachers who are between 20-30 years old show a better professional identity level. (4) Teachers who are between 1-5 teaching years old show a better professional identity level. (5) No differences exsiting on the education background varible. (6) Differences exsit on the duty variable, and teachers who act as director are higher than ordinary ones. (7) No differences exsiting on the classes size background. (8) No differences exsiting on the disciplines background. (9) No differences exsiting on the background of situation which whether having training experience of new curriculum reform or not.