Study On Professional Identity Of Secondary Vocational School Teachers

With the continuous development of our country's economy,the transformation of industrial kinetic energy and the rapid changes in emerging industries,the entire society's demand for technically skilled talents continues to expand.Therefore,it is particularly important to strengthen the training and reserve of technically skilled talents.Secondary vocational colleges undertake the important task of cultivating emerging technical talents.As an important force in cultivating technically skilled talents,the level of professional recognition of secondary vocational teachers will largely affect the quality of education and teaching activities,which in turn will affect talents.The development of vocational education and the development of secondary vocational education have different degrees of influence.This study takes the survey of secondary vocational teachers in Henan Province as an example.Through previous literature research,online questionnaire surveys,and face-to-face interviews with survey subjects,the four dimensions of professional values,professional activity,professional gains,and professional belonging are analyzed.Analyze the survey results,and grasp the status quo of the professional identity of secondary vocational teachers in Henan Province.By investigating the basic information of teachers,such as age,gender,educational background,class teacher's experience,etc.,the research found that the professional identity of different groups of secondary vocational teachers is quite different,and the reasons for the differences come from many aspects.The research found that: First of all,the level of professional identity of teachers in secondary vocational schools in Henan Province is generally average.Second,the level of professional identification of different groups is different: the level of professional identification of male secondary vocational teachers is lower than that of female secondary vocational teachers;with the increase of age and the improvement of professional titles,the overall level of professional identification of secondary vocational teachers shows a downward trend;once served as a head teacher The level of professional identification of secondary vocational teachers is lower than that of secondary vocational teachers who have not served as a class teacher;the level of professional identification of secondary vocational teachers with high academic qualifications is lower than that of secondary vocational teachers with low academic qualifications.The influencing factors that cause the differences in the level of professional identity of different groups are mainly from the social professional prestige,the professional development environment of the school,and the pursuit of personal career goals.At last.According to the overall level of professional identity of secondary vocational teachers,the analysis of differences in professional identity of different groups and the influencing factors in the research findings,we explore the strategies to improve the level of professional identity of secondary vocational teachers from the four dimensions of professional identity: first,strengthen professionalism.Assist secondary vocational teachers to reshape their correct professional values;second,adjust management methods to enhance teachers' professional action;third,increase policy support to enhance teachers' sense of professional gain;fourth,optimize the development environment and enhance teachers' sense of professional belonging.