Research on the professional identity and improvement strategies of undergraduates students in primary education major——Based on four universities in Liaoning Province
Professional recognition is related to teachers'professional growth,the stability and quality of teachers,and professional recognition is the key issue for improving the quality of teacher education.Based on the theory of self-identification,this study selected four universities in Liaoning Province,including two normal colleges and two comprehensive universities,to investigate the professional identity status of 994 undergraduate students majoring in primary education in grades 1 to 4.The results showed that:(1)the overall professional identity of undergraduate students majoring in primary education was at the upper middle level,and the average value of all dimensional levels was greater than 3,the order from high to low:professional support identity,professional behavior tendency identity,professional emotional iden-tity,professional cognitive identity.(2)The differences between undergraduate students majoring in pri-mary education in normal colleges and universities were significant in three dimensions:overall professional identity,professional cognitive identity,professional emotional identity,and professional be-havior tendency identity.(3)The grade of undergraduate students majoring in primary education,whether they serve as student cadres and obtain teacher qualification certificates,their willingness to apply for the examination and their motivation to practice are significantly different in overall professional recognition and various dimensions.Based on the analysis and discussion of the survey results,it is proposed that col-leges and universities should take measures such as building campus teacher culture,reshaping the stage training system,forming joint practice management and cultivating endogenous motivation for learning,and continuously improve the professional recognition level of undergraduate students majoring in primary education.
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