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首页> 外文会议>International Conference on Economy, Management, Law and Education >Study of Pre-service Primary Teachers' Professional Identity in Yunnan Qujing Normal University of China
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Study of Pre-service Primary Teachers' Professional Identity in Yunnan Qujing Normal University of China

机译：云南古晶师范大学临沂小学师范大学的职前初级教师专业认同研究

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摘要

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.
机译：这项研究有助于对教师专业身份的现有教师教育，特别是为应对课程和教学，动机，未来的工作选择和专业发展。它建议更好地了解服务前的主要教师专业身份如何通过他们的学校，动机和感知如何发展，以及与他们对教学和学习的信仰相关的张力以及他们的实际实践相关的紧张局势。具体而言，本研究旨在确定教师的专业身份如何在云南Qujing师范大学初学课程和教学中发展出来。 400名学生参加了这项研究，包括春春春春春春春春春大的100次新生，90名大臣，100次，以及110名高级。这一发现表示，大学课程质量与他们的工作有关作为影响工作的因素。这一发现暗示他们对预先服务前培训的看法作为影响专业身份的因素。

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