The Research Of Information Technology Teachers’ Professional Identity In Elementary And Middle Schools Of Chongqing

Information technology teachers in Elementary and Middle Schools are the dynamic factor for promoting the basic education informationization and the necessary step of the construction of educational informationalization. With the developing of educational informationalization, the professional development of Information technology teachers are getting more and more attention.Teacher professional development includes not only the external development, such as the teacher’s professional knowledge, skills, also includes the inner development of professional cordiality. Existing researchs on information technology teachers’ professional development focuse on the development of their professional knowledge and skills, however, lack the study of information technology teachers’ professional cordiality. Information technology teachers’ professional identity, as one of the teachers’ professional cordiality, influnces the teachers’ work attitude, quality of work and the attitude of professional development. So the study of information technology teachers’ professional identity is of extremely vital significance. Currently, the domestic researchs on information technology teachers’ professional identity are rare. The structure of information technology teachers’ professional identity is not unified and related researchs carry out in the form of questionnaire, not scale. On the basis of comprehensive analysis of the related studies at home and abroad, this study focus on the following four questions:(1) the theory construction and practice testing of the structure of the information technology teachers’ professional identity,(2) editing and producing the scale of Information technology teachers’ professional identity,(3) part of primary and secondary schools in chongqing as an example, the overall level and difference of the information technology teachers’ professional identity,(4) the influence factors of the information technology teachers’ professional identity and the advices of enhancement strategies. Around these 4 questions, the researcher gets in-depth study form four parts.Firstly, the researcher analyzes and summarizes domestic and foreign related research about teachers’ professional identity and the information technology teachers’ professional identity. On the basis of the domestic and foreign research, the researcher describes the concept of teachers’ professional identity and analyzes the research contents, research results and research methods of teachers’ professional identity both at home and abroad and domestic information technology teachers’ professional identity.Secondly, on the basis of literature review, through theoretical analysis and existing research, the reseacher constructs the four dimensions of information technology teachers’ professional identity structure. Then, according to the general steps of scaling, as building project pool, using the from of Likert scale, inviting experts to judge the scale questions, trial testing and evaluating the scale questions, the reseachers establishes the incipient scale of testing the primary and middle school information technology teachers’ professional identity. In the process of testing and evaluating the scale questions to verify the structure of building by the original theory and the researcher uses factor analysis method to amend the structure which building by the original theory.Thirdly, basing on the establishment of scale in the second part, the researcher carries out the quantitative research to investigate the overall level and difference of part of primary and middle school information technology teachers’ professional identity in Chongqing. Through descriptive statistics, independent sample t-test and single factor variance analysis method for data analysis, the researcher finds(1) the professional identity level of Chongqing middle and primary school information technology teachers is around medium on the high side and still has room to improve. Concrete saying, Chongqing information technology teachers of primary and secondary schools have the strong professional sense of responsibility, the moderate professional sense of belonging, the weak professional sense of worth,(2) There is no significant difference in Chongqing information technology teachers’ professional identity and each dimension on gender, age, education experience, work experience,where the school belongs to, professional titles, wages and job content,(3) there is significant difference in Chongqing information technology teachers’ professional identity and each dimension on different seniority, teaching in primary or secondary school, different profession and different place where school located on.Fourthly, the researcher interviews eight primary and secondary school information technology teachers in Chongqing and finds the influencing factors of information technology teacher’s professional identity roughly from schools, colleagues, students, and individual aspects.Then, on the basis of the four aspects, the researcher designs ten factors affecting item, as part of the formal questionnaire in the second part. The quantitative research of the influencing factors finds 10 factors will affect the information technology teachers’ professional identity. Nextly, the researcher discusses the question of Information technology teachers’ positioning and the important factors influencing the information technology teachers and put forward strategy recommendations about how to enhance the information technology teachers’ professional identity.Finally, the researcher summarizes the research achievements and reflects on the reality and the research process.