Research On The Bilingual Teacher's Professional Identity In Xin Jiang Primary School

Bilingual education is considered as an important way to improve the diathesis of ethnic minorities making them integrate into mainstream society and developing the economy and securing unification and security of China.Bilingual teachers are the executors who implement bilingual education,therefore,it is necessary for development of bilingual education to have a team of many high-level bilingual teachers with right political awareness as well as rational construction,which can accommodate educational development demand.This research is based on bilingual teachers of primary school in Xinjiang with a perspective of professional identity theory,using methods of qualitative research and quantitative research,which explores the current situation of professional identity of these bilingual teachers as well as reveals the internal cause reveals of influences,trying to find a way to explore and construct the professional identity of these bilingual teachers.This paper is divided into four parts.The first part is introduction,including research questions,research method,literature review;the second part introduces the macro social background of this study,including recalling of the history of bilingual education and bilingual teachers in Xinjiang and analyzing the policy of bilingual teachers in Xinjiang.The third part is the quantitative data analysis that can help us to better understand the current situation of professional identity.The fourth part includes generalization and summarization of this research and emphasize the importance of the above inner factors that affects the professional identity of these teachers.Through depth interviews and questionnaire survey of 282 bilingual teachers in primary schools of Xinjiang,after talking with 20 bilingual teachers,this study shows that: although professional identity level of bilingual teachers in Xinjiang is very ordinary,the professional identity consciousness is still light with a highest score of professional identity dimensionality,but lower in the professional expectation identity and professional emotional identity.However,the scores in professional self evaluation identity and professional environmental identity are higher than that in theory,but the highest score among these is in the professional motivational identity..Different nationalities differ in professional identity dimensionality,for example,bilingual teachers from urban areas and rural areas have a significant gap(p=0.004),teachers with different professional title also have a gap(p=0.02).Besides,there is no evidential proof about gap.We found many questions through this interview in the professional identity,and these problems are based on their unproficiency in Chinese:(1)there are many teachers who are not confident in their ability because of their unproficiency in Chinese;(2)bilingual teachers in Xinjiang feel less about their status because of low social status;(3)base on the desire of choice in different jobs,bilingual teachers have uncertain motivation in professional motivation identity;(4)they have been confused in professional expectation,which is due to the restriction of bilingual environment in Xinjiang;(5)some bilingual teachers are not satisfied with their professional environment,and the main factors are that leaders and parents do not pay enough attention to them,which makes teachers fail to gain their benefit and interest with lots of pressure.Aiming at all these problems,this research explore strategies and ways to develop and improve the professional identity of bilingual teachers in primary schools of Xinjiang from two aspects of individuals of teacher and education environment.