Factors Influencing Teacher Professional Identity in Preservice Teachers
Abstract
manifestation of teacher education quality. This study primarily reviews the factors influencing teacher professional identity among normal
students. The findings indicate that normal students' teacher professional identity is a multidimensional construct encompassing intrinsic value
identification, extrinsic value identification, and volitional-behavioral identification, which is jointly influenced by three categories of factors:
individual characteristics, educational training factors, and policy environment along with social support.
Keywords
Full Text:
PDFReferences
[1] Du Jiang. A dual analysis of professional identity among normal students in local comprehensive universities: demographic difference
testing and a chain mediation model driven by enrollment motivation[J]. Psychological and Behavioral Research, 2025, 23(6): 854-860.
[2] Knowles G J. Models for understanding pre-service and beginning teachers' biographies: illustrations from case studies[M]//Goodson I F.
Studying Teachers' Lives. London: Routledge, 1992: 102.
[3] Goodson I F, Cole A L. Exploring the teacher's professional knowledge: constructing identity and community[J]. Teacher Education
Quarterly, 1994, 21(1): 85-105.
[4] Wei Shuhua. A study on teacher professional identity[D]. Chongqing: Southwest University, 2008.
[5] Zhang Jiawei, Li Ying, Lu Li. A study on the current status of teacher professional identity among normal students in comprehensive
universities: an empirical analysis based on S University[J]. Jiangsu Higher Education, 2021(11): 67-72.
[6] Hu Weifang, Huang Li. A study on teacher professional identity and its influencing factors among university normal students[J]. Educational Research and Experiment, 2016(1): 82-86.
[7] Cheng Wei, Wang Zaiyong, Wang Yao. An investigation on the current status of primary and secondary school teacher professional identity among students in higher normal education programs[J]. Teacher Education Research, 2008(5): 45-48.
[8] Ye Xiaoli, Ouyang Guanghua, Zeng Shuang. The relationship between self-concept and teacher professional identity among normal students: the mediating role of academic engagement[J]. Teacher Education Research, 2021, 33(3): 83-89.
[9] Xu Tongjie, Wu Na, Zhao Lin. The effect of teacher professional identity on academic burnout among publicly-funded normal students:
a serial mediation analysis[J]. Chinese Journal of Clinical Psychology, 2022, 30(2): 429-433.
[10] Liu Wei, Li Qiong. Why teach: a multi-group latent class analysis of teaching motivation among publicly-funded and non-publiclyfunded normal students[J]. China Higher Education Research, 2022(10): 61-67.
[11] Zhu Shouxin, Cao Rujun. How teacher education affects teacher professional identity: from the perspective of normal students' learning
gains[J]. Higher Education Exploration, 2024(6): 64-73.
[12] Gao Qiang. A study on the current status of teacher professional identity among English-major normal students[J]. Shandong Foreign
Language Teaching, 2021, 42(4): 63-73.
[13] Zhang Xiaohui, Zhao Hongyu. The role of practicum supervisor support on normal students' professional efficacy, professional identity,
and career commitment[J]. Teacher Education Research, 2018, 30(3): 46-52.
[14] Yao Chong, Zhao Kexin, Zhou Chenchen, et al. The influence of satisfaction with public funding policy on teacher professional identity
among normal students: the role of social-cognitive factors[J]. Psychological and Behavioral Research, 2020, 18(2): 241-247.
[15] Feng Ziqi, Jiang Yu, Du Yanting, et al. A study on teacher professional identity and its influencing factors among tuition-free normal
students[J]. Journal of Hebei Normal University (Education Science Edition), 2010, 12(7): 69-75.
[16] Fang Yanmei. A study on fostering professional identity among publicly-funded normal students[J]. Theory and Practice of Education,
2019, 39(23): 30-32.
DOI: http://dx.doi.org/10.70711/neet.v4i8.9945
Refbacks
- There are currently no refbacks.
