A Research On Higher Vocational College Teachers' Professional Identity Of Shanghai

Higher vocational education is an important part of Higher education in China.Teachers play an important role in promoting the development of education.Teacher's professional development is an important premise,which affects the quality of education.However,teachers' professional identity is the psychological basis of teacher's professional development.Comparing with University teachers,the higher vocational college teachers belongs to same level but different categories.So how about their professional identity status? What factors affect higher vocational college teachers' professional identity? Is there any difference in different variables of higher vocational college teachers' professional identity? This paper selects Shanghai higher vocational college teachers as research object,using empirical research methods,combined with the questionnaire and interview,from teachers' teaching,scientific research and social service work cognition,which aims to reflect Shanghai teachers' professional identity current situation.Then discuss whether the individual characteristics variables and environmental characteristic variables factors affect the teachers' professional identity.This research mainly includes the following chapters: Chapter I is introduction,which mainly includes the research origin,the research significance,the literature review and research design.Combing the research of teacher's professional development and teachers' professional identity aims to find the research space and make thoughts clear.Chapter II is the survey implementation stage.It contains the selection of research object,compiling research tools,implementation of the survey and data analysis.Through the data analysis of the preliminary survey test the reliability and validity of the compiling questionnaire.According to the data result,the teachers' professional identity questionnaire includes four components: affective identification,continuance identification,normative identification and scientific research identification.Chapter III is presentation of the survey results.Depending on the recycling and coping with data of formal questionnaires,which shows the whole situation of Shanghai higher vocational college teachers' professional identity and the differences among individual characteristic variables,individual experience variables and environment characteristic variable factors.Chapter IV is reason analysis of the survey results.According to the data reflection and teacher interviews explains the reasons.On this basis,the author tries to make Suggestions from the individual level,the school level and the social level.Chapter V is the end part.It mainly elaborates the conclusion of the research and through the research reflection puts forward the future research direction.The results show that :(1)Shanghai higher vocational college teachers' professional identity is higher than the equal level,then the highest score is affective identification in the four sub-dimensions,and the lowest score is scientific research identification.(2)In general,there is no significant difference of Shanghai higher vocational college teachers' professional identity in such variables factors,which includes the gender,age,educational background,marital status,occupation category and school geographical location and so on.In contrast,it has significant difference in work experience,professional title,income level and the types of school variables.In addition,there are significant differences in the individual sub-dimensions,such as the nature of institutions,teaching subjects and major categories variables.