The Relationship Between The Critical Incidents And The Professional Identity Of Normal College Students

As the reserve force of the future teachers,normal college students shoulder the responsibility of promoting the development and fairness of education.People expect normal college students to devote themselves to education with a high sense of identity to their own identity and teachers’ profession.As an important training link of normal students,educational practice is also an important stage that affects the development of their professional identity.This study explores the influence of the critical incidents on the professional identity of normal college students during their practice and explores the mechanism between the critical incidents and the professional identity of normal college students.Using the method of questionnaire survey,the subjects of this study were 156 senior normal university students who participated in educational practice.They were measured twice before and after the practice.Before the practice,their personal information and professional identity were measured.After the practice,their professional identity,key practice events,professional efficacy and professional mission were measured.96 valid questionnaires were obtained after two times of synthesis.The main research contents are as follows:(1)to develop the scale of critical incidents in teaching practice for normal college students and explore its structure.(2)To explore the changes of professional identity before and after practice.(3)To explore the relationship between critical incidents in teaching practice and professional identity of normal college students.(4)To explore the role of teachers’ professional efficacy and sense of professional mission in the chain between critical incidents and normal students’ professional identity.The results show that:(1)the reliability and validity of the scale are good,which can be divided into two dimensions:positive and negative.(2)Before and after the educational practice,the professional identity of teachers’ college is significantly improved.In the specific dimensions,the internal value identity and the will behavior identity are significantly improved,while the external value identity is only marginal.(3)Positive events significantly predicted the professional identity of normal college students;negative events could not significantly predict the professional identity of normal students.(4)Teachers’ professional efficacy and sense of professional mission play a chain intermediary role between positive events and normal students’ professional identity;teachers’professional efficacy and sense of professional mission cannot play a chain intermediary role between negative events and normal students’ professional identity.Conclusion:the more positive events the normal college students experience,the higher their professional identity will be.This is because the positive events enhance the normal college students’ evaluation of self-ability and teachers’ value,which makes the normal college students more willing to accept and adhere to the teacher’s profession from the heart.However,negative events have no significant effect on the professional identity of normal students,which may be due to the significant influence level of the quantity or quality of negative events or the existence of intermediate variables.At the same time,the study also found the effective path of positive events,teachers’ professional efficacy,professional mission and professional identity.Therefore,the results of this study show that positive events play a positive role in the cultivation of normal students’ education practice,and also provide an effective training path for the promotion of normal college students’ professional identity in the process of practice.