Research On Professional Identity Of Teachers Of Education In Comprehensive Universities

In the process of "double first-class" construction,some schools have abolished pedagogy in order to integrate superior discipline resources,which has aroused widespread concern in the education circle.However,being able to see the value of this discipline is the top priority of its existence and development.If you feel that the ability of pedagogy to serve society is declining,then this is not a problem in the education discipline itself,but a problem to be reflected on researchers in the education discipline.Comprehensive university pedagogy teachers are the central force engaged in the study of pedagogy and an important boost to the development of pedagogy.It is very necessary to actively pay attention to the status of identity of comprehensive university pedagogy teachers.At the same time,"Internet + education" has caused profound changes in teachers’ professional environment,professional practice,norms,standards,values,etc.This profound change will inevitably bring about changes in the professional identity of pedagogy teachers.On the basis of reading the literature,this research sorts out the current status of research at China and abroad;clarifies the connotations of "identity" and "professional identity of teachers";and takes social identity theory,constructivism theory,and the theory of needs as the basis as the theoretical basis of the study.Using a research method combining questionnaire surveys and semi-structured interviews,the “Questionnaire for Professional Identity of Teachers of Education in Comprehensive Universities” “Outline of Interviews for Professional Identity of Teachers of Education in Comprehensive Universities” was compiled.The project analysis,exploratory factors,reliability and validity tests,and confirmatory factor analysis of the questionnaire through AMOS 17.0 software prove that the questionnaire is reasonable in structure and effective in content,and it can accurately measure the level of professional identity of teachers in comprehensive university education.SPSS 21.0 software was used for data analysis,and statistical variables such as averages and standard deviations were used to describe the status of professional identity of educational technology teachers in colleges and universities.The independent sample T test and LSD test method were used to continue to make multiple comparisons of the data for further analysis of differences.The results show that:(1)Gender issignificant in the dimension of information literacy identity,and women score significantly higher than men in information literacy identity;(2)The main effect of professional titles on professional responsibility identity is significant,and professors(positive professional titles)get high scores;(3)The main effect of administrative positions on professional value identification is significant,and middle management scores are higher than those of general managers;(4)The main effect of working years on professional value identification is significant,and the working period is 20 years teachers and above score higher.According to the results of the questionnaire survey,combined with interviews,the influencing factors of the professional identity of comprehensive university pedagogy teachers are analyzed from the macro,meso,and micro aspects: national education policy,school organizational culture,and teacher individual factors.Finally,in order to promote the professional identity of pedagogy teachers in comprehensive universities,countermeasures are provided in three aspects: enhancing the self-confidence of pedagogy subjects,enhancing the self-confidence of pedagogy teachers,and enhancing the cooperation between pedagogy teachers.