Research On The Current Situation Of Professional Identity Of Undergraduates In The Major Of Education

The group of pedagogy students is an important reserve force for China's education.Their professional identity directly affects their enthusiasm for professional study at the university stage and future career choices.It also affects the realization of the pedagogical specialty's training goals and its own development.Therefore,the professional identity of pedagogy has become an important subject of current educational research.However,most of the existing research focuses on the postgraduate level,and there are fewer studies on undergraduates majoring in education.According to the situation above,this study combines the previous research experience and related theoretical concepts to divide the dimensions of professional identity from the two aspects of process and state,and then adapts and revises the questionnaire of professional identity of undergraduates majoring in education.This study uses questionnaires as survey tools to investigate the professional identity of a total of 1,299 undergraduates majoring in education in six universities in Henan Province from five dimensions: professional cognition,professional emotion,professional behavior,professional development evaluation,and professional development evaluation.Through research on the reliability and validity of the prediction questionnaire,it was found that the reliability and validity of the questionnaire was good and suitable for data analysis.Therefore,this study used SPSS 25.0 software to process the questionnaire data,and used statistical methods such as descriptive analysis,difference analysis,correlation analysis and regression analysis to analyze the data,combined with interview data,the influencing factors of professional identification of undergraduates majoring in education were explored in depth.The research results show that: 1.The overall level of professional recognition of undergraduates majoring in education is average,students' cognition of pedagogy is not clear,their emotional level is not high,and their enthusiasm for professional learning is not enough.The evaluation of professional development is not high.Second,there are significant differences in the level of professional recognition among pedagogic undergraduates in different grades,urban and rural categories,school types,professional performance,and professional choices.Third,the professional recognition level of undergraduates majoring in education is mainly affected by three factors: individual students,school professional education and society.Based on the above research conclusions,combined with the current practical problems of professional identity of undergraduates majoring in education,this study proposes a strategy for improving the professional identity of undergraduates in education based on the theory of attitude formation: First,students should focus on cultivating their correct professional values;second,all subjects should work together to create a good atmosphere of interpersonal relationships;third,colleges should vigorously improve the level of teachers in education;fourth,colleges should strengthen employment guidance for students And career planning training;finally,the society should vigorously promote the spirit of respecting teachers,and create a good employment environment.