| In 2021,the gross enrollment rate of higher education in China has reached57.8%.At the same time,the enrollment scale of postgraduates has also increased rapidly,with an increase of 50% in 2020 compared with 2016.The rapid development of higher education has enabled more and more undergraduate graduates to join the "postgraduate entrance examination" team,and many of them will choose a new major when applying for postgraduates,that is,the so-called "cross examination".Based on the reality that the number of "cross examination" in pedagogy is relatively large and growing,this study takes academic postgraduates who cross examination into the field of pedagogy as the survey object to study the professional identity of this group.In this study,263 formal questionnaires(181 from comprehensive colleges and 82 from normal colleges)were distributed,and 17 interdisciplinary master of education students were interviewed in depth.With the help of the three element theory of attitude,the professional identity was analyzed from the three dimensions of professional cognition,professional emotion and professional behavior.The results show that the average professional identity of Postgraduates across the field of pedagogy is 3.26,which is in the middle level on the whole;Among them,the behavioral identity score is the highest,the cognitive identity score is the second,and the emotional identity score is the lowest.In terms of gender variables,there is no significant difference in the level of professional identity between boys and girls.In terms of grade variables,the level of professional identity changes nonlinearly with the change of grade,and the degree of professional identity of Postgraduates in the first stage of postgraduate study is the highest.In terms of institutional variables,the professional identity level of "cross examinees" studying in normal colleges is higher than that of students studying in comprehensive colleges.The in-depth interview found that students with clear self-awareness generally have a high level of professional identity;In addition,the professional identity level of students with high status in Colleges and universities and full guidance from tutors is also relatively high.According to the results of questionnaire survey and interview,this study explains and explores the relevant influencing factors from the perspective of identity theory from the perspective of self-identity,social interaction and social situation.First,establishing a clear self-awareness can avoid students’ role confusion and self doubt after enrollment,which is consistent with the self-identity theory that "the clarity of self-awareness affects professional identity".Second,the recognition level of "cross examinees" in normal universities is higher than that of students in comprehensive universities.The reason is that pedagogy is an "ace major" in most normal universities,which is consistent with the social recognition theory that "the social position of the industry determines the position of practitioners".Third,the frequency and effect of tutor guidance have a significant impact on the professional identity of "cross examinees",which is consistent with the social interaction theory of "students’ imitation and follow of interactive important others".Based on the findings of the above-mentioned "interprofessional research",students should give full play to the possibility of "interprofessional education" and decide whether they should make "interprofessional research" based on the "interprofessional research";Strengthen the guidance of tutors and cultivate people with morality,so that more tutors can become interactive and important others in the growth of students;Comprehensive universities pay more attention to the development of educational disciplines and improve the institutional status of pedagogy.The above suggestions also have a certain reference value for the training quality of master’s degree students in educational disciplines. |
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