Study On Professional Adaptability Of Interdisciplinary Master Of Education

Chinese higher education has entered a popular stage,and more and more people choose to continue to study for master’s degree to improve their competitiveness.Among these students,a large number of students choose to apply for the major of education,and the enrollment of education is also in the top five,most of them are cross-professional postgraduate entrance examination.These cross-major postgraduate students have a complex professional background.Although they have richer knowledge reserve,they will not adapt well to their major when they enter the postgraduate study due to their lack of in-depth understanding of pedagogy.The poor adaptability of students will affect their learning harvest in the school and the quality of graduate education personnel training,so as to affect the high quality development of education in the future.Based on learning transfer theory,learning motivation theory,self-worth theory and self-efficacy theory,and on the basis of previous studies,this paper ADAPTS the Inter-specialty Professional Adaptability Scale for Master of Education.Taking cross-specialty master students of education in some universities in J province as the research object,246 cross-specialty master students of education were selected,and SPSS data analysis was used to analyze the current situation and characteristics of professional adaptability of cross-specialty master students of education.In combination with the interview method,some students are selected as interview objects to deeply understand the reasons affecting the professional adaptability.Based on the data of questionnaire survey and the results of interview,the author puts forward some countermeasures to improve professional adaptability.The study found that the overall adaptability of the interdisciplinary master of education is not good.The following problems mainly include low professional identity,lack of motivation for professional learning,poor performance of professional learning behavior,low professional self-efficacy,and weak sense of gain from professional learning.The major adaptability of students in different grades has significant difference,but gender and undergraduate major type have no significant difference in major adaptability.The reasons for students’ low professional adaptability include the difference between students’ existing knowledge and professional knowledge,students’ lack of professional cognition,students’ professional learning burnout,teachers’ lack of targeted and innovative teaching,inadequate communication between tutors and students,and unreasonable training mode of schools.This study proposes that students should improve their professional knowledge reserve,enhance professional cognition,enhance learning interest and confidence,teachers should optimize teaching methods,strengthen communication with students,and schools should optimize training mode,so as to improve students’ professional adaptability and improve the quality of postgraduate education personnel training.