Exploration on the Paths to Enhance Pre-service Teachers' Professional Identity in Local Normal Universities Under the Background of the Education Power Strategy
Abstract
the core reserve force of future teachers, pre-service teachers' professional identity directly affects the stability of the teaching team and the
sustainable improvement of educational quality. Local normal universities, as the main positions for cultivating basic education teachers in
regional areas, shoulder a crucial mission in fostering pre-service teachers' professional identity. Currently, pre-service teachers in local normal universities face multiple dilemmas in professional identity, such as vague cognition, weak emotional engagement, fragile perseverance,
and value deviation, which are intertwined by factors including personal traits, family environment, social atmosphere, and university training
systems. Based on this, combined with the requirements of the Education Power Strategy and the development reality of local normal universities, this paper explores effective paths to enhance pre-service teachers' professional identity from four dimensions: cognitive reconstruction,
practical empowerment, cultural infiltration, and mechanism guarantee. It provides theoretical reference and practical enlightenment for local
normal universities to optimize pre-service teacher training models and transport high-quality basic education teachers.
Keywords
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DOI: http://dx.doi.org/10.70711/eer.v3i3.8717
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