An Empirical Study on the Professional Identity of Mathematics Teachers in Compulsory Education under the Background of "Double Reduction"——Based on the Survey Data Analysis of 2 892 Teachers in Yunnan-Guizhou
Teacher professional identity is one of the hot topics in teacher education research.Questionnaires and interviews were used to investigate the professional identity of 2,892 mathematics teachers in compulsory education in Yunnan-Guizhou province under the background of the"double reduction"policy.The results show that the overall level of professional identity of mathematics teachers in compulsory education under the background of"double reduction"policy is at a new high;Participation in after-school extended services can significantly improve the vocational sense of belonging and professional identity of mathematics teachers in compulsory education stage.Teachers'professional identity has significant differences in gender,teaching period,academic qualifications and professional titles,but not significant in urban and rural areas and regions.The professional identity of mathematics teachers in compulsory education is not affected by whether they graduated from normal colleges or not.
double reductionChina compulsory educationteacher of mathematicsteacher professional identityeducation empirical research
国家科技期刊平台
NSTL
万方数据
