Identity Studies Teaching Theory Teachers: Identification And Construction

Disciplinary pedagogical teachers are professional teacher educators who educate pre-service teachers’and in-service teachers’ pedagogical content knowledge, competence and wisdom, whose special professional value is due to lower effectiveness of current teacher education. Traditional branched curriculum mode in teacher education improved teaching efficiency and raised the transaction cost to promote the integration of different knowledge in learners’cognitive structure. Pre-service teachers often teach in accordance of "pre-viewpoint" or "common sense" when they go to classroom. Disciplinary pedagogical teachers are important forces to improve teacher education effectiveness, but universitization of teacher education weakened their professional identity under the conditions of modern university system. It is not only the need of their own professional development to identify and construct disciplinary pedagogical teachers’professional identity, but also the need of teachers’professional development in primary and secondary school and improving the quality of primary and secondary education.Disciplinary pedagogical teachers’professional identity is a symbol system that is formed in professional practice and characterizes oneself traits in professional community. To identify professional identity is a basic way for disciplinary pedagogical teachers to get ontological security in university. To construct professional identity is a social interaction process between disciplinary pedagogical teachers and the others who are significant, a rising process from the state of reality to ought to be, a joint action process of professional culture and system. The following two things are not only individual psychological process:Whether disciplinary pedagogical teachers have professional identity or not, and how can they get it. They can only be properly understood in the social interaction of professional development community.Disciplinary pedagogical teachers are academic men, but their professional identity has distinctive essence that is different from disciplinary teachers, such as physics, chemistry and literature. Disciplinary pedagogical teachers perform their professional responsibility by the way to educate pre-service teachers’and in-service teachers’ pedagogical content knowledge, competence and wisdom. The knowledge they create, teach and develop is not subject knowledge and pure education knowledge, but pedagogical content knowledge that is composition of subject knowledge and education knowledge generated in teaching situation. Their professional development can’t follow subject teachers’ development mode, but form their own characterized development paradigm. It is an important condition for disciplinary pedagogical teachers identifying their identity to establish their independent status in administrative and scholarship organization. The teaching situation in primary and secondary school is an important platform for disciplinary pedagogical teachers to construct their professional identity. All in all, professional responsibility, knowledge, development, organization and practice are five vital dimensions for disciplinary pedagogical teachers to identify and construct their professional identity.Following the theoretical framework that constitutes of five dimensions, we designed four types of equivalent questionnaire. The conclusion from the survey show that the self-identifying structure of disciplinary pedagogical teachers composes of eight factors, including professional organization, cooperation, responsibility, knowledge, cognitive, practice, development and disciplinary construction. Professional practice, responsibility, knowledge, organization, development and system are six factors that influence disciplinary teachers identifying disciplinary pedagogical teachers’ professional identity. Pre-service teachers identifying disciplinary pedagogical teachers’ professional identity is impacted by professional responsibility, organization, development and efficiency. Professional knowledge, organization, development, responsibility, symbol and practice influence in-service teachers identifying disciplinary pedagogical teachers’ professional identity. In terms of identifying level, disciplinary pedagogical teachers are the highest and pre-service teachers are the lowest. There is significant difference among disciplinary pedagogical teachers, disciplinary teachers, pre-service teachers and in-service teachers.Disciplinary pedagogical teachers’professional identity is influenced by various factors. At first, disciplinary pedagogical teachers’personnel management system doesn’t reflect on their professional character but follow university teachers’scholarship criteria, which is bound to result in misplace or absence for disciplinary pedagogical teachers to fulfill their professional responsibility. Secondly, disciplinary pedagogical teachers are short of scholar confidence because profession and scholarship of teaching is not accepted and disciplinary pedagogy is inter-discipline. Thirdly, universitization of teacher education made disciplinary pedagogical teachers have to reposition in modern university system. Research academic is the core of university scholarship measurement system, which is a pressure to influence disciplinary pedagogical teachers’professional development. Next, disciplinary culture in professional college weakens the disciplinary pedagogical teachers’ culture. There are administrative and academic double resistances to construct a professional organization for disciplinary pedagogical teachers. At last, in modern university system, disciplinary pedagogical teachers whose practical features of professional identity are sheltered are far away from primary and secondary teaching situation, which weakens the foundation of disciplinary pedagogical teachers’ professional development.After we analyzed the inner mechanism of disciplinary pedagogical teachers’ professional identity, it is clear to construct disciplinary pedagogical teachers’ professional identity needs to improve the mechanism of various collaborative system. At first, it is necessary to integrate disciplinary pedagogical resource, construct disciplinary pedagogy under teacher education discipline and strengthen disciplinary pedagogical teachers’ academic confidence. Secondly, it is needed to establish Teacher Education College, integrate disciplinary pedagogical teachers force and build disciplinary pedagogical teachers’professional development platform. Thirdly, it is important to build disciplinary pedagogical teachers’ professional qualification system, make a better disciplinary pedagogical teachers’professional development system including pre-service, into-service and in-service and perfect disciplinary pedagogical teachers’ professional development way such as self-study, partnership, organization training. Next, for sake of disciplinary pedagogical teachers’ reflective quality generating continuously in professional development community that compose of disciplinary pedagogical teachers, disciplinary teachers, pre-service teachers and in-service teachers, we should construct systematical system that made disciplinary pedagogical teachers transform between university class and primary and secondary class. Finally, we should clarify disciplinary pedagogical teachers’ professional responsibility that is to educate pre-service teachers’ and in-service teachers’ pedagogical content knowledge, competence and wisdom. At the same time, we should regulate and supervise disciplinary pedagogical teachers performing their professional responsibility. In conclusion, only by integrating various forces to construct disciplinary pedagogical teachers’ professional identity and promote their professional development, can the rising of quality of teacher education and basic education have a solid foundation.