Research On The Professional Identity Of Full-time Education Masters

In recent years,as China's higher education has entered the stage of popularization and the state attaches importance to the higher education,the number of full-time masters of education has gradually grown.However,due to the severe employment situation,the pressure of students' learning,and the cultivation of students in colleges and universities,students' recognition of their own professions has become increasingly prominent.Therefore,in order to understand the current status of the current professional recognition of full-time education masters,this paper prepares a self-made questionnaire "full-time education master's professional recognition questionnaire" based on the relevant domestic and foreign literatures and concept definition.Among them,the professional recognition degree adopts three dimensions: cognitive professional recognition,emotional professional recognition and sustainable professional recognition.Through the full-time education master's degree students in S Normal University as the respondents,the questionnaires were distributed and recycled,and the SPSS 22.0 statistical tools were used to descriptive analysis,differential correlation analysis,factor analysis and regression analysis,and the following conclusions were drawn:1.The overall recognition of the full-time education master's degree of professional recognition and the three sub-dimensions are at the upper-middle level.Among them,the recognition level of sustainability professional identity is the highest,and the recognition level of cognitive professional identity is the lowest.In terms of demographic variables,there are different degrees of significant differences between different graduates,different families,different pre-professionals,and different majors and full-time education masters in the dimensions of professional identity.There are different degrees of relevance in the professional recognition and various dimensions of graduate students of different families,different front-level majors and different professional full-time education.2.The factors affecting the professional recognition of full-time education master students mainly include four aspects: social environment factors,school resource factors,professional characteristics and students' own factors.3.In view of the current status of professional recognition of full-time education masters in this study,the corresponding solutions and countermeasures are proposed from three aspects.For the student level,students should give full play to their independent choice of the profession,comprehensively recognize their own majors,improve their academic level,eliminate their own professional development confusion and clarify their personal development goals;For the school and teachers,it is necessary to optimize the construction of the teaching staff,reform the diversity of students,control the scale of enrollment,improve the quality of students,reform the content and structure of teaching,and cultivate students' feelings for the profession;Finally,from the social level,integrate social education resources,increase funding,and change traditional concepts that only pay attention to academics.