| Teacher professional identity is not only the embodiment of teachers' educational attitudes in educational activities,but also the motivation system for teachers to promote self-professional development.There is not much research on teacher professional identity for full-time education masters,but with the expansion of the master's degree in education,full-time education masters have become an important source of primary and secondary school teachers in China.Therefore,it is necessary to investigate the professional identity of pre-service teachers of this group and analyze the factors that affect their professional identity.This study mainly selects the 2017 and 2018 full-time education masters as the research object.First of all,through the literature analysis,the connotation of teachers' professional identity is clarified.Secondly,the initial questionnaire was compiled in combination with the characteristics of the full-time master of education.Through the first pre-investigation,the collected data was analyzed by project analysis and some of the questions were deleted.Then,the second survey was conducted using the revised questionnaire,and factor analysis of the collected data was performed to delete a part of the questions and form a formal questionnaire.The reliability test shows that the full-time education master's teacher professional identity scale and the influencing factor scale are relatively high and can be used for formal measurement.At the same time,it is determined that the professional identity of full-time education master teachers is composed of three elements: professional understanding,professional will and behavioral tendency and career expectation.The factors affecting the professional identity of full-time education master teachers are mainly from three aspects: family,society and school.In the pre-study phase,an interview outline was also prepared.Finally,a questionnaire survey was conducted on 327 full-time masters of education in 14 universities,310 valid questionnaires were collected,and 15 full-time masters of education were interviewed to understand the more specific content and specific influencing factors of their professional identity.The survey shows that the overall status of professional identity of full-time education masters is good.Among them,the average value of occupational awareness and career expectation is relatively high,and the average value of professional will and behavioral tendency is low.There are extremely significant differences in the four variables of professional identity,whether there is teaching experience,personality and motivation for reading.There is a significant difference in the grade of the grade;whether it is gender,undergraduate or not,and the source of students.There are no significant differences in these three variables.The full-time education master's perception of the influencing factors is generally strong,among which the master's degree of perception of social factors is the highest,and the mean of family factors is the lowest.The Master of Education's perception of the influencing factors is extremely significant in the four variables of grade,whether there is teaching experience,personality and motivation for reading.The four variables of gender,undergraduate teacher major,cross-professional and student source There are no significant differences on the top.The influencing factors are positively related to the professional identity of the full-time education teachers and their dimensions.The person correlation coefficient is higher and meets the basic conditions of linear regression.The analysis shows that the influence of society on the professional identity of full-time education master teachers is greater than the impact of the school on full-time education masters.This shows that the full-time education masters need to take certain measures in the society to improve their professional identity and establish a positive and correct outlook on career and education. |
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