The Design Of Teachers’ Professional Identity Promotion Strategy For Educational Technology Interns

The improvement of teachers’ professional identity is an effective way to promote teachers’ professional development.As pre-service information science and technology teachers,normal university students majoring in educational technology will undertake the important task of cultivating innovative talents in the new era,improving their teachers’ professional identity level plays an important role in cultivating high-quality information science and technology teachers.Education internship is a key link for interns to strengthen teachers’ professional understanding and improve their professional identity.Through interviews and literature research,this study found that normal university students majoring in education technology had problems such as “low level of professional identity” and“the level of professional identity is influenced by the conflict between theory and practice in the internship”.In the analysis of the influencing factors of interns’ professional identity,it is found that in the crucial stage of educational internship,the instructors of universities and internship schools are the key figures to improve the level of interns’ professional identity.In order to enhance the professional identity of preservice information science and technology teachers,based on social learning theory,community of practice theory and reflective practice theory,this study summarizes the systematic principles,people-oriented principles and sustainability principles of promoting the professional identity strategy design of pre-service information science and technology teachers in the stage of educational internship,refines the elements of teachers’ professional identity promotion strategy,the model strategy,internship workshop strategy and digital story-telling strategy are designed,and two rounds of implementation are carried out in the process of educational internship of undergraduate normal students majoring in educational technology in a provincial normal university.Through the text analysis of the interns’ reflection logs at various stages and indepth interviews with them,it is found that after the implementation of the above strategies,the level of teachers’ professional identity of interns majoring in educational technology has been improved.The implementation of the model strategy before the beginning of the educational internship and the early stage of the educational internship,the guidance of professors in universities and the experience sharing of previous excellent interns can effectively help interns adjust their status,inter the internship with a positive attitude,and maintain the professional willingness and expectation level of interns.The internship workshop strategy is implemented in the early stage and middle stage of the educational internship.The internship workshop strategy is implemented in the early stage and middle-stage of the educational internship.The special counseling and evaluation activities provided by the professors of the universities and the instructors of internship schools effectively help the interns apply the theoretical knowledge to the instruction practice,improve the level of professional knowledge and skills,and significantly improve the identity of professional effectiveness and professional value dimensions.In the later stage of educational internship,the digital story-telling strategy was implemented in the later stage of the education internship to guide the interns to reflect on themselves and share and communicate,which promotes their in-depth thinking on the profession of information science and technology teachers,and the level of professional will dimension is significantly improved.In summary,this study can enrich the theory of professional development of information science and technology teachers and provide reference for cultivating high-quality information science and technology teachers.