Study of Pre-service Primary Teachers' Professional Identity in Yunnan Qujing Normal University of China

DOI

10.2991/emle-16.2017.113How to use a DOI?

Keywords

primary education; professional identities; pre-service teacher

Abstract

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.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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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  - Proceedings of the 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  - 10.2991/emle-16.2017.113
ID  - Gao2016/12
ER  -