The Status Quo and Strategies of Public-funded Normal Students' Identity of Rural Teachers' Profession

Abstract

Teachers' professional cognition is the spiritual cornerstone of students as an excellent teacher. It is the source of the basic strength of the teacher’s career and the most basic psychological preparation for the teacher's career. If we want to cultivate good teachers and normal students, we must first make students appreciate and accept the profession of teachers. Only in this way, students can devote themselves to the position of teacher with a more active and pleasant attitude, relieve all kinds of pressures and problems, strengthen students' identification with the teacher profession, and help students fall in love with this profession. This article researches the status and strategy of the professional identity of rural teachers of publicly funded normal students. After understanding the relevant theories about the professional identity of rural teachers of publicly funded normal students on the basis of literature data, it investigates the current situation of the professional identity of rural teachers of publicly funded normal students. According to the survey results, the professional identity of public-funded normal students at this stage is low, and the basic dimensions of professional identity are all lower than the theoretical median. Among the suggestions for improving professional identity, relevant policies have been introduced to improve the relevant treatment of teachers accounted for 45 %about.