Research On The Status And Influencing Factors Of Professional Identity Of Vocational And Technical Education Master Students

With the deepening of the country’s emphasis on vocational education,more and more colleges and universities set up vocational and technical education majors,and the enrollment scale of vocational and technical education master students is constantly expanding.Students’ identification of their major will vary to different degrees.The so-called "professional identity" means that under the comprehensive effect of family,school,social environment and other factors,learners master the basic knowledge of the major,gradually recognize and love the major,show positive learning and research attitude and behavior,can obtain a professional sense of accomplishment,and are willing to give priority to work related to the major in the future.Therefore,whether students can establish a good professional identity for their major not only affects their degree of investment in professional learning,but also affects their professional learning efficiency and future employment choice.At present,studies on college students’ professional identity are common in academic circles,while less attention is paid to the degree of professional identity and influencing factors of master students of vocational and technical education.Therefore,under the background of accelerating the construction of high-quality education system,attention should be paid to the professional identity of master students of vocational and technical education to improve the training quality of students in this major.Increasing talent output is important.In view of this,this study explores the current development status of professional identity of post-graduate students in vocational and technical education,analyzes the factors that affect their professional identity,and puts forward strategies and suggestions to improve the level of professional identity of post-graduate students in this major,in order to improve their professional identity level and increase the output of vocational and technical education talents.After putting forward research questions,consulting relevant literature,analyzing research status,defining core concepts,and looking for theoretical basis,this study first designed,tested and adjusted the prediction questionnaire,and then used SPSS26.0 software to carry out project analysis,factor analysis,reliability and validity analysis,and eliminated inappropriate design questions.The questionnaire on the Status quo and influencing factors of professional Identity of Vocational and technical education Masters with good reliability and validity was obtained.Based on a questionnaire survey of 371 vocational and technical education master’s degree students from27 universities in China,supplemented by interviews,and through a combination of quantitative analysis and qualitative research,the researchers reached the following conclusions: First,the professional identity of vocational and technical education master students is at an above average level,and the mean value of each dimension is also different,with the highest mean value being professional cognition and the lowest being professional emotion.Second,there is no significant difference in the professional identity of vocational and technical education master students in the school level,whether it is a transfer student,whether the pre-major is related to education and other demographic variables.There are significant differences in three demographic variables:gender,grade and place of origin.Thirdly,the mean scores of the four factors influencing professional identity were ranked as follows: mentor factor > professional value > professional educational environment > social support;The four influencing factors were positively correlated with professional identity and its three dimensions.The four influencing factors all have significant positive effects on professional identity to varying degrees,and the four influencing factors together explain 61.8% of the variation of professional identity.Fourthly,through interviews with some of the postgraduates of vocational and technical education,it is found that the specific reasons affecting the professional identity of postgraduates of vocational and technical education include:(1)transfer students and cross-major students account for a large proportion;(2)Lack of "applicability" in the culture process;(3)The tutor does not give timely guidance to the professional study of graduate students;(4)Students’ employment difficulties or dislocation.According to the survey results,the researchers put forward the following suggestions:(1)give full play to the advantages of diversified disciplinary background and guide students to recognize the value of major;(2)Establish the brand research direction,improve the curriculum,optimize the professional education environment;(3)Establish the tutor group system,teach students according to their aptitude,and strengthen the role of tutors;(4)"Three-way" education,for students to lay a good foundation for high-quality employment,strengthen social support.It will play an important role in promoting the training quality of vocational and technical master of education to take the above intervention measures effectively to improve the professional identity level of vocational and technical master of education.