Bilingual Teacher Professional Identity Of Tibetan-chinese Bilingual Normal Students Based On Ecological Perspective

The foundation of the country is education.Bilingual education is also a top priority of ethnic education.To develop bilingual education,bilingual teachers must have excellent bilingual teachers.Therefore,the cultivation of bilingual normal students is related to the development of national ethnic education.The degree of recognition of bilingual teachers in bilingual education is Affecting their learning attitude,level of efforts,mastery of knowledge and skills,and plans for the future will ultimately directly affect the quality of bilingual students.Based on the educational ecology theory,self-identity theory,and social identification theory,this article analyzes the development status of bilingual teachers’ professional identity from the external environment and the internal environment.The external environment is based on policies and social customs.The internal environment takes the six dimensions of professional emotions,will,cognition,expectation,values,and behaviors as the starting point,and investigates the bilingual teachers’ professional identity of Tibetan-Chinese bilingual normal students.The result is as follows: The overall status of bilingual teachers’ professional identity is medium.Among all the factors,the highest score is the emotional dimension,and the lowest is the occupation skill proficiency.There is no significant difference in the degree of professional identity among students of different genders and different subjects.The degree of professional identity is basically increasing with the growth of the grade and age,showing significant differences in the development process.Bilingual education,participation in student management,active participation in campus activities,and export-oriented bilingual teachers have higher professional identity.The Tibetan-Chinese bilingual normal school students with different family conditions have obvious differences in the professional identity of bilingual teachers.The better the economic conditions,the lower the recognition of bilingual teachers.The main problems are: lack of professional emotional stability,lack of access to vocational cognition,high or low expectation leads to unstable teaching will,inadequate vocational skills training and other issues.Based on the questionnaire data and the results of the interviews,the causes of the medium-level identity of the bilingual teachers in the Tibetan-Chinese bilingual normal students are analyzed: From the perspective of ecological external environment,the degree of policy refinement was insufficient,the degree of attention in the social environment was not enough,and the difference in parental understanding and the difference in family conditions caused students to have different degrees of recognition;In view of the ecological internal environment,undergraduate training institutions have inadequate curriculum,training programs need to be improved,training of educational skills is not sufficient,the cooperation of the trainee-ship schools is not high.From the perspective of ecological subject,the students’ self-study attitude and enthusiasm are slack,which leads to students’ approval.The degree is not high.For the existing problems,according to the above causes analysis,we have finally put forward ways and strategies to enhance the bilingual teachers’ recognition of bilingual teachers in Tibetan and Chinese from the inside and outside of the ecology.They have played a guiding role in bilingual education policies;built a social environment that respects teachers and teaches;and reform bilingual teacher training.Model,improve the training program;clear personal professional positioning,develop scientific research reflexivity,and be a high-performance learner.