Research On The Professional Identity Of Teachers Of Publicly-Funded Normal Students In Local Colleges And Universities

Teachers are the foundation of education,the source of education,and the first resource for education development.To achieve high-quality development of basic education in China,there must be a strong team of highly qualified and professional teachers.Since the promulgation and implementation of China’s publicly-funded teacher education policy in 2007,the training of publicly-funded teacher trainees has become a common concern.Teacher professional identity is a psychological process whereby teachers make positive or elementary evaluations of themselves and various aspects of their profession based on their perceptions of the teaching profession,and it is an important influencing factor on teachers’ professional growth and development.As a group of pre-service teachers,the professional identity of publicly funded teacher trainees has a direct impact on their future careers.Therefore,understanding and grasping publicly funded teacher trainees’ identification with the teaching profession is of great significance to the training and professional development of publicly funded teacher trainees,as well as to the implementation of the national policy on publicly funded teacher education.This study takes the publicly funded teacher-training students of S University in Inner Mongolia Autonomous Region as the research object,and uses the survey research method and interview method,specifically by conducting a questionnaire survey on 422 current publicly funded teacher-training students and an interview survey on 15 publicly funded teacher-training students,to examine the basic status of teacher career identity of publicly funded teacher-training students in local universities.The study found that the level of teacher career identity among publicly-funded teacher trainees in local universities is generally high,but there are also some problems,mainly in terms of the lack of clarity in their perception of the teaching profession,the lack of firmness in their professional will,the need to strengthen their professional emotions,the contradiction between professional expectations and reality,and the high utilitarian factor in their professional values.In terms of influencing factors,the policy on publicly-funded teacher training,the social status and professional income of teachers,the curriculum of schools,as well as family finances and personal willingness to teach,all affect the professional identity of publicly-funded teacher training students to a certain extent.Based on the analysis of the problems and influencing factors,the thesis proposes,based on theories of self-identity and social identity,to increase the publicity of the publicly-funded teacher education policy to improve social acceptance,to open up channels for publicly-funded teacher trainees to upgrade their academic qualifications and provide career development paths,to carry out relevant activities to cultivate teachers’ professional sentiments and strengthen their professional will,to strengthen professional skills training for teacher trainees to enhance their professionalism,and to establish a publicly-funded The programme proposes countermeasures to strengthen the professional identity of publicly-funded teacher-training students in terms of establishing an entry and exit mechanism to ensure the quality of the teaching force,and establishing a correct self-identity to stimulate the endogenous motivation for self-development.