Research On Present Situation Of Professional Identity Of Youth Teacher In Senior Middle School

Teachers’professional identity focus on teachers as the main body, pay attention to the teachers’professional experience, mainly from the consciousness of teachers’professional development and the need of development to explore the intrinsic motivation of teachers’ professional development. Teachers from deep down for professional identity, for the professional development with internal demand and the power, will be more active to enhance their professional abilities to better access to professional development. At the same time, the teachers’professional identity is an important guarantee of teachers’professional teaching practice. Because teachers’professional identity can guide teachers to have a clear and accurate professional value orientation and ideal, so that teachers will have certain professional autonomy in the face of frequent educational reform, neither stuck in the past nor blindly follow. Especially for the youth teachers, more need to guide the identification of the career. Only by improving the youth teachers’professional identity, so that the youth teacher have a correct understanding of the professional value and the positive professional emotion, will make it consciously take the initiative to enhance their professional development, and actively respond to all kinds of difficulties and setbacks in the process of teaching.This study through questionnaires and interviews, selected three senior middle schools, about 300 youth teachers in Xiangcheng County of Henan province, were investigated. The purpose of this research institute to achieve two main aspects:1. the status analysis of professional identity of youth teachers in senior middle school, to understanding the process of forming and development of youth teachers’professional identity and its influence factors in the process of development.2. searching for ways to the formation of youth teachers’professional identity, tries to strengthen the teachers’professional identity to promote the professional development. This study on the analysis of the existing literature of teachers’professional identity and based on the field investigation, the youth teachers’professional identity will be divided into four dimensions:the teachers’professional value identity, the teachers’professional emotion identity, the teachers’professional role identity and the teachers’professional behavior. Through field research interviews that, the influencing factors of the formation of youth teachers’professional identity is multi-dimensional, mainly includes:the youth teachers’ personal factors (personality characteristics、 family influence、 professional interests、 teaching experience), the school environment factors (material environment、 humanistic environment、 institutional environment), the social environmental factors (teachers’pay low、 society are expecting too much for teachers、 education reform brought suited to youth teachers). Finally, the strategies and recommendations for the formation of youth teachers’professional identity are mainly three aspects:the social level, to create a social atmosphere of respecting teachers, improve teachers’economic treatment, given reasonable expectations of teachers; the school level, democratic and scientific management, establishes diversified teacher evaluation system, emphasis on the promotion of youth teachers’professional development; the teachers’personal level, forming a positive professional attitude, enhance their professional development, rational planning teachers’career.