Study Of Non-normal Specialized Middle School Teachers’ Professional Identity

As the country’s demand for high-quality development of education is getting higher and higher,the requirements for teachers are also getting higher and higher.The professional level of teacher profession is getting stronger and stronger,and teachers have become an important factor restricting the high-quality development of education.Whether the teachers are satisfied with their work.Whether there is happiness in the process of work.Whether there is a sense of accomplishment in the process of work.All of these are summed up in one word: professional identity.Whether teachers have a sense of professional identity directly affects their daily work.According to the investigation,the vocational identity of junior middle school teachers in China is low at present.Such as job burnout,self-doubt and other prominent problems.Restricted by a variety of reasons,many teachers lack a good sense of professional identity for the profession they are engaged in,and only regard the teaching profession as a tool to seek life.Among these groups of teachers,there is no lack of non-normal majors.That is,what we usually call a non-professional teacher.Lack of systematic and complete professional learning in education,such as pedagogy and psychology,lack of theoretical knowledge in education,and lack of rich practical experience will greatly affect their sense of professional identity.Huang Xuzhong,a scholar,pointed out in his research on the working state of graduates from two sources of students majoring in normal and those not majoring in normal,that the career satisfaction of graduates majoring in non-normal is significantly lower than that of graduates majoring in normal.However,the professional identity of teachers who graduated from non-normal majors plays a pivotal role in the level of basic education and the process of basic education reform,and also restricts their own development and professional growth to a large extent.Based on the above reasons,I choose the title of my graduation thesis for the master’s degree as: Study on the Professional Identity of Junior Middle School Teachers in Non-Normal Specialties.The development of this paper is based on a large number of studies on teacher professional identity related research results.Contrast the existing research results,combine the concrete reality and the research needs of this paper.I compiled the Questionnaire on the Professional Identity Level of Junior Middle School Teachers and some relevant interview Outlines.Some research methods are used,such as literature,questionnaire and interview.I investigated the level of professional identity of junior high school teachers.I analyze the results of the survey.I summarize the status quo of professional identity of non-teacher professional junior high school teachers with various characteristics.Will normal specialty in junior high school teachers and the normal contrast research of the current junior middle school teachers’ professional identity,analyzing their differences,and contact social reality to find the problem of research,analysis of the reasons behind the problem,purpose is to improve the teachers’ professional junior middle school teachers’ professional esteemed provides some approaches and Suggestions.A comparative study was conducted on the status quo of professional identity of teachers in junior middle schools majoring in normal education and teachers in non-professional middle schools,Analyzing the difference,In addition,the author conducts research and investigation on the problems found in connection with the social reality and analyzes the reasons behind the problems,in order to provide some approaches and suggestions for improving the professional identity of junior high school teachers of non-normal majors.In this study,a questionnaire was sent to junior high school teachers in Xingtai City,Hebei Province,and 10 non-normal teachers were randomly selected for the interview.The survey results are as follows :(1)On the whole,the professional identity of junior middle school teachers in Xingtai City is relatively high;(2)The degree of professional identity of non-normal professional teachers is significantly lower than that of normal professional teachers;(3)There are certain differences in the level of professional identity of junior high school teachers of non-normal majors in different dimensions,both on the whole and in each dimension.For example,gender,age,whether the teacher in charge of a class,whether there is an organization,teaching age,and professional title will affect the level of professional identity of teachers.After thinking and in connection with the reality,I made the following attributions to the survey results:(1)At the government level,teacher recruitment and admission policies tend to favor graduates of normal majors;(2)At the social level,the public has a stereotype of teachers who are not professional teachers,believing that the professional level of teachers who are not professional teachers is not high;(3)At the school level,they are more willing to spend their energy on training teachers of normal majors;(4)At the level of teachers themselves,there is a lack of systematic and complete education professional learning and training,and the time to establish professional identity is short.According to the results of the survey and the problems found,at the end of this paper,I give some suggestions to improve the professional identity level of junior high school teachers of non-normal majors:(1)To provide institutional guarantee for graduates who are not teachers majors entering the teaching profession;(2)to create a good social environment for the growth of non-normal professional teachers;(3)The school management should provide targeted guarantee for the career growth of non-normal professional teachers;(4)Teachers themselves should adjust their mentality,strengthen learning,and improve their professional level and ability.