Study Of Non-normal Profession Primary School Teacher’s Professional Identity

In recent years, China’s education reform gradually in-depth development, as the dominant in the relationship between education, teachers is an important part of education reform. Whether teachers can fully dedicate into the education career, largely depends on teachers’ job satisfaction, happiness and a sense of accomplishment, which is what we call the teachers’ professional identity. As practitioners of elementary school teachers for basic education in our country, their gestures can produce very big effect on the students, but according to the survey, elementary school teachers’ professional identity is not high in our country, teachers’ group are widespread problems such as job burnout and self-doubt. The no-normal professional teachers occupies a big part of primary school teachers, they don’t like normal professional teachers received systematic education professional study and didn’t have a solid education theoretical foundation and practical experience. They may encounter more problems in the education practice, unavoidably affect the professional identity. And their professional identity level was affects the quality of basic education and one of the most important factor of the education reform and development, and at the same time, it also greatly affect their own professional development. Therefore, I put the content of my Master’s thesis proposed as follows: The research of non-normal profession primary school teacher’s professional identity.The research based on the large number of existing research results about teachers’ professional.Combined with the actual situation and the research purpose, compiled the questionnaire of elementary school teachers’ about professional identity and the interview outline, using literature method, questionnaire method and interview method in order to understand the The status quo of elementary school teachers’ professional identity, summarizes the different characteristics of non-normal professional elementary school teachers’ professional identity, compared the professional identity between non-normal professional elementary school teachers and the normal professional elementary teachers, and combining the social reality of the problems existing in the research, explore the reasons behind, finally put forwardsome suggestions to improve professional level and the professional identity of primary school teachers.As object of the research, Shijiazhuang city, Hebei province and the surrounding counties and cities-a total of 16 primary schools issued questionnaires to 320 teachers, randomly selected 10 teachers to the interview. Survey results are as follows:(1)Overall, The identity level of Shijiazhuang and surrounding counties and cities’ elementary school teachers is higher;(2) The non-normal professional teachers’ professional identity level was significantly lower than normal professional teachers;(3) The different characteristics of non-normal professional elementary school teachers’ professional identity in general as well as the differences between various dimensions, such as gender, age, teaching age, professional titles and so on. All of the above factors have a significant impact on teachers’ professional identity. By thinking and combined with the reality, the attribution of the survey put as follows:(1) The system, the teacher recruitment policy towards normal graduate students;(2) The social have prejudice to someone to non-normal professional teachers’ professional level;(3) The school tend to pay more attention to normal professional teachers;(4) The teachers themselves, lack of systematic education professional training, time of setting up professional consciousness is short. According to the investigation results and the existing problems, this paper put forward in the last several Suggestions for the improvement of non-normal professional elementary school teachers’ professional identity:(1) For non-normal graduates engaged in the professional to provide institutional guarantee;(2) Create a social environment conducive to the development of non-normal professional teachers;(3) The school administrators should pay more attention and provide support to the non-normal professional teachers’ professional development;(4) Teachers should adjust their own state of mind, strengthen their own learning, improve their professional level and ability.