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Professional identity, experiences, and classroom practices among junior teachers in China

Year: 2025
Type: article
Abstract: This study explores the role of profession identity, skills and engagement among education majors in Chinese university, focusing on how these factors affect the improvement of profession ability of students Among Education Majors. A descriptive quantitative method was employed to investigate 405 Chinese education majors. The results revealed no significant differences in the student responses regarding professional identity, vocational skills, and learning engagement. However, a significant correlation exists between students' professional identity, skills and engagement. This suggests that students with strong professional identity and high level of engagement are more likely to develop stronger professional skills during their studies and practice. This finding highlights the importance of an integrated approach to student development that focuses on role identity, emotional identity and value identity. Such an approach aims to foster a sense of belonging and achievement, preparing students for a successful transition to the teaching profession. Based on this research, the paper proposes suggestions for career development planning for Chinese education majors. This approach leverages the identified relationships between professional identity, skills and engagement to maximize students' profession skill, career confidence, and labor market prospects. By providing a comprehensive focus on these crucial areas, Chinese universities with education programs can better support students in achieving their academic and career goals while promoting their well-rounded development and workforce readiness.
DOI: 10.17613/zeeyy-xaz95
Language: English
Subfield: Education
Open Access status: diamond
OpenAlex ID: W6906529776
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