The Establishment of Professional Identity among Educational Technology Graduates in China: A Grounded Theory Study
- 1 School of Educational Science, Nanjing Normal University, Nanjing, China
- 2 School of Educational Science, Nanjing Normal University, Nanjing, China
- 3 School of Educational Science, Nanjing Normal University, Nanjing, China
- 4 School of Educational Science, Nanjing Normal University, Nanjing, China
Abstract
The formation and development of professional identity are affected by many factors. Clarifying the influencing factors of Educational Technology graduates’ professional identity plays an important role in improving the quality of talent training. Based on the basic principles of grounded theory, this study takes the undergraduates of educational technology in a Chinese university as an example, and analyzes the main factors affecting the establishment of professional identity. It includes “whether students’ expectations of the major are consistent with the reality” and “whether they are satisfied with the status quo”. And then this study constructs the cause model of professional identity. It is suggested to improve the professional identity of educational technology graduates from four aspects: 1) Establishing objective professional cognition ; 2) Rationalizing curriculum ; 3) Strengthening career planning and guidance ; 4) Cultivating students’ independent ideas and improving self-confidence.
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