Research On The Current Situation And Improvement Strategy Of Professional Recognition Of Publicly-funded Teacher Training Students In Local Colleges

Centennial plan,education-oriented;Teachers are the most important plan for education.Since its implementation in 2007,publicly-funded teacher education has formed a multi-layered structure from ministry-affiliated teacher colleges to local colleges.The training of publicly-funded teacher training students in local colleges and universities is guided by the needs of rural education,and the targeted training mechanism not only broadens the supplementary channels of rural teachers,but also responds to the localization needs of rural basic education in a targeted manner.At present,the development of education in China has reached the stage of comprehensively improving the quality,and the implementation of the policy of publicly-funded teacher education in local colleges and universities is precisely to improve the quality of basic education in rural areas.The professional identity of publicly-funded teacher training students is the internal driving force for them to realize the transformation of their status as quasi-teachers to the role of rural teachers.Therefore,by investigating the current situation of the professional identity of publicly-funded normal students in local colleges and universities,and analyzing the factors affecting the professional identity of publicly-funded normal students,it is of great significance to improve the training quality of publicly-funded normal students in local colleges.Based on the theory of self-identity,social support theory and teacher professional development theory,this study considers that the professional identity of teacher training students is dynamically constructed rather than static,and defines it as the process of gradually internalizing the role of teacher group from four aspects of cognition,emotion,behavior and will during the professional learning process.Therefore,the professional identity dimension of publicly-funded teacher training students is divided into professional cognitive level,occupational emotional attitude,professional behavior tendency and professional will quality,and the investigation is carried out accordingly.By selecting publicly-funded normal students studying in three local colleges and universities in Guangxi Zhuang Autonomous Region as research objects,questionnaires and interview surveys were used to summarize the current situation of professional identity of publicly-funded normal students in local colleges and universities and describe individual cases,and extract the existing problems.It is found that the professional identity level of publicly-funded teacher normal students in local colleges and universities is generally high,and there are differences in the professional identity level of groups between different genders,grades and majors,and there are also problems such as ambiguous perception of policy values,low professional behavior,and weak professional will quality in local colleges and universities,which are due to the lack of social support for the pre-employment development of publicly-funded teacher training students,the unclear training responsibilities of local colleges and universities,and the insufficient motivation for the development of publicly-funded teacher normal students.Based on this,in order to effectively enhance the professional identity of public funded normal school students in local universities,promote their active participation in academic pursuits while in school,and actively teach in rural areas after graduation,this study proposes corresponding strategies from four aspects: social support system,public funded normal school education policies,training institution management,and individual normal school students: firstly,the external environment of social circles is formed to help normal school students strengthen their career aspirations and actions;The second is to optimize the education policy for public funded normal school students to make it more reasonable and inspiring;The third is to clarify the responsibilities of training institutions and improve the quality of training,including improving the effectiveness of educational internships;The fourth is to awaken the internal driving force for the professional growth of public funded normal students from the perspective of individual normal students.