Research On English M.Ed.Students’ Professional Identity

Although there are many researches on teacher professional identity,the study of English M.Ed.students’ perceptions of professional identity is not paid much attention to.As a professional degree issued since 2010,some pilot normal universities begin to recruit increasing number of full-time English M.Ed.students.On the one hand,there are more students having opportunities to go further study.On the other,more students means less chances for them to present themselves in class.Increasing enrollments are posing great pressure for M.Ed.students themselves and the university.In order to boost the learning quality of the M.Ed.students,it’s necessary to improve their professional identity so that they can be fully involved in their master life and devoted to their professional learning,This study adopted the M.Ed.Students’ Professional Identity and Influencing Factor Questionnaire together with proper adaptation by the author.It divides professional identity into six dimensions:professional self,professional knowledge and ability,professional role,professional environment,motivation and attitude,and behavior tendency,which helps to investigate the current situation of English M.Ed.students’professional identity.Then it attempts to find out whether there are significant differences between professional identity and demographic variables such as basic information,undergraduate major,graduation school and various teaching experiences.Besides,it aims to dig out deeper factors related to the formation of M.Ed.students’ professional identity.The follow-up interview supplies detailed information constructing English M.Ed.students’ of professional identity.Through the research of the 83 English M.Ed.students’ professional identity and data analysis on the basis of SPSS 21.0,the results are as follows:First,English M.Ed.students’ professional identity is at relatively upper-medium level in general.When it comes to the six dimensions of professional identity,the one that is attitude and motivation ranks the first,followed by professional knowledge as the second,professional environment being the third with behavioral tendencies following it,professional role and professional self being the last two.Second,English M.Ed.students’ overall perceptions of professional identity is positively correlated with their hometown,undergraduate major,and various teaching experiences.But there is no significant difference when it comes to professional identity with different grades and graduate schools.Third,factors which are closely related to formation of English M.Ed.students’professional identity are from three perspectives:school,families and friends,and society,among which the school factor has the greatest influence,followed by family and friend,finally,social factors.Based on the results,some effective suggestions are put forward to improve English M.Ed.students’ professional identity from the perspective of students’ own arrangement of their master life and university’s adjustment of related curriculum.