Study of Pre-service Primary Teachers' Professional Identity in Yunnan Qujing Normal University of China
Available Online December 2016.
- https://doi.org/10.2991/emle-16.2017.113How to use a DOI?
- primary education; professional identities; pre-service teacher
- This study contributes to the existing teacher education on teacher professional identity, particularly in response to curriculum and instruction, motivation, future job choice and professional development. It proposes to offer a much better understanding of how pre-service primary teachers' professional identities have evolved through their school, motivation and perception, and the tensions they experience associated with their beliefs about teaching and learning and their actual practice. Specifically, this study aims to identify how teachers' professional identities have evolved following curriculum and instruction in department of primary education at Yunnan Qujing Normal University of China. 400 students participated this study including 100 freshman, 90 sophomore, 100 junior, and 110 senior at Qujing Normal University in spring, 2015. This finding indicated that college curriculum quality related with their job selecting as a factor affecting job. This finding implied their perception of pre-service training as a factor affecting professional identities.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Qin Gao PY - 2016/12 DA - 2016/12 TI - Study of Pre-service Primary Teachers' Professional Identity in Yunnan Qujing Normal University of China BT - 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016) PB - Atlantis Press SP - 499 EP - 502 SN - 2352-5428 UR - https://doi.org/10.2991/emle-16.2017.113 DO - https://doi.org/10.2991/emle-16.2017.113 ID - Gao2016/12 ER -