Scholastic Performance and Professional Identity of Prospective Early Childhood Education Teachers

Abstract

This study discusses the current situation of professional identity of early childhood education students in colleges From three aspects: professional cognition, professional attitude and emotion, and professional behaviour, and tries to understand the influencing factors of professional identity, including personal information, scholastic performance, etc. The study determined the relationship between the professional identities with the scholastic performance of the prospective early childhood education teachers. Results show that scholastic performance is significantly and positively correlated with the total professional identity score.