A Comparative Study Of Professional Identity Of Pre-service PE Teachers In Different Types Of Normal Universities

With the continuous promotion of education reform in China,school physical education has attracted much attention from all parties,which has given higher expectations to physical education curriculum and physical education teachers.As the reserve base of physical education teachers,physical education specialty in normal colleges is the cradle of training high-quality physical education teachers.In the process of undergraduate education,physical education teachers are in an important stage of teachers’ professional development,which is also an important period to stimulate pre-service physical education teachers to graduate from teaching.The research shows that an important factor affecting graduation from teaching is the sense of identity and belonging to the profession of physical education teachers.A person recognizes the profession he is engaged in from the heart and gets happiness from it,which is to become a high-quality teacher Therefore,it is necessary for us to understand and study the different types of pre-service physical education teachers’ recognition of teachers’ profession,so as to further improve the training mode of teachers’ education and enhance their self-identity of physical education teachers.Based on the previous researches on the professional identity of teachers,combined with the current situation of the professional development of pre-service physical education teachers,this paper uses Zhang Rui is pre-service physical education teachers’ professional identity scale to select four representative types(world high level,China’s first-class university,China’s high level,region)according to the ranking of the Alumni Association in 2019 through the combination of theoretical research and investigation research High level)of 8 normal colleges and universities,respectively,from the three dimensions of personal factors,living environment factors,school environment factors,the students of 8 normal colleges and universities from the five levels of value identity,expectation identity,ability identity,emotional identity and input identity were investigated and studied,and the following conclusions were drawn:1.The overall level of professional identity of pre-service PE teachers in different types of normal colleges is high,but there are differences in other factors,showing a higher expectation of occupation and a lower recognition of their own ability.2.Different gender,character and expected income have significant difference on the professional identity of pre-service PE teachers in different types of normal colleges.It shows that personal factors are a part of the factors that affect the professional identity of pre-service PE teachers in different types of normal colleges in China.Improving personal quality is very helpful to improve the professional identity of PE teachers.3.There are significant differences in pre-service physical education teachers’ professional identity in different types of normal colleges among different student sources,annual family income and whether the only child is the only child or not.It shows that the factors of living environment are part of the factors that affect the professional identity of pre-service physical education teachers in different types of normal colleges in China.It is necessary to establish correct educational concepts and actively guide and enhance the professional identity of pre service physical education teachers from all aspects.4.There are significant differences in the ability identification of pre service PE teachers who are not student cadres.There are significant differences in the professional identity of pre service PE teachers in different types of normal colleges.It shows that the school environment factors will have an impact on the professional identity of pre-service physical education teachers in different types of normal colleges,and the improvement of school mechanisms is very helpful to improve the professional identity of pre-service physical education teachers.This paper mainly from the national level,personal level,social level and school level to improve the professional identity of pre-service physical education teachers in different types of normal universities1.At the national level: improve all policies,put them into practice,strengthen relevant policies for pre-service physical education teachers,and strictly control them.2.Personal level: in order to improve self-cultivation and understanding,actively participate in various activities organized by the school,society and the Ministry of education,participate in more practical activities,reflect on themselves and improve themselves in continuous practical learning and learning practice,and improve their professional identity of physical education teachers in the integration of theory and practice.3.Social level: improve the social status of physical education teachers.4.School level: establish a targeted training program and training system,strengthen the school’s career planning curriculum,guide the school sports normal students to identify with the sports teacher’s career,and establish a healthy and positive career concept.