A Narrative Study Of The Professional Identity Of The Interdisciplinary Postgraduates In Pedagogy

In recent years,the number of applicants for postgraduate entrance examinations in my country has been on the rise.According to statistics from the Ministry of Education,the number of applicants in 2020 will reach 3.41 million,an increase of more than 500,000 from 2019.With the increase in the number of postgraduate entrance examinations,colleges and universities have expanded the enrollment ratio of postgraduates,and the proportion of interdisciplinary postgraduates has become larger and larger.This phenomenon has become the norm in education disciplines,and the professional identity of interdisciplinary postgraduates in education is recognized.The problem also followed.Whether the professional identity of an interdisciplinary individual is recognized by the self and others is not only related to the quality of the training of interdisciplinary graduate students in pedagogy,but also affects the development prospects of interdisciplinary graduate students.Therefore,discussing the process and influencing factors of the professional identity of interdisciplinary graduate students in pedagogy is of great significance to the cultivation of interdisciplinary graduate students.In order to have a more comprehensive understanding of the status quo of professional identity of interdisciplinary graduate students,this research first sorted out the relevant literature and elaborated on the core concepts,research methods and processes in the research.Based on relevant theories,this research takes interdisciplinary graduate students,non-interdisciplinary graduate students and interdisciplinary graduate students in the educational disciplines as the research objects,mainly using the interview method,supplemented by the physical collection method,and conducted interviews with them.After that,using the method of narrative research,the story of self-identification of the interdisciplinary professional identity of pedagogy and the identity of others is presented,and the professional identity of the interdisciplinary graduate student of pedagogy is deeply analyzed: What is the process of professional identity? What is the relationship between self-identity and others’ identification? What are the factors that affect professional identity? How to improve the professional identity of interdisciplinary graduate students in pedagogy?The study found that,on the one hand,although the self-identification of interdisciplinary graduate students for their professional identity is divided into four types,namely,positive identification,integrated identification,contradictory identification,and negative identification,each identification type has experienced selective pedagogy.The four stages of major,initial experience of graduate life,in-depth exploration,and determination of professional identity.On the other hand,non-interdisciplinary graduate students and tutors in the education discipline recognized and accepted the professional identity of interdisciplinary graduate students.Similar to self-identification,the identification of others has also gone through a process,that is,initial knowledge,in-depth observation and interpersonal interaction.Three stages of identity confirmation.By studying the process of self-identity and others’ identification,it can be found that the formation of professional identity requires three stages of professional identity acquisition,experience and confirmation.The study found that the self-identified "self" is the internal and actual literacy of the interdisciplinary individual,while the "self" identified by others is the external manifestation of the interdisciplinary individual.Only when the internal and external consensus is reached,can the interdisciplinary individual agree with their professional identity.This research summarizes the influencing factors that affect the professional identity of interdisciplinary postgraduates in education: differences in subject culture;individual subjective initiative;teacher-student relationship;professional curriculum settings,and from the three aspects of interdisciplinary postgraduates themselves,supervisors and education colleges Suggestions are put forward to enhance the professional identity of interdisciplinary postgraduates in pedagogy.