Pre-service Teachers’ Professional Identity in Rural Area Colleges of China

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. Our study examines pre-service teachers’ professional identity development at the point of 4-year undergraduate program. Our study aims to establish a baseline understanding of their perceptions about teaching before they embark on the initial teacher preparation program and to explore the changes in their perceptions (if any) at the point of graduation from the program. The implications of the findings are discussed in terms of informing admission criteria into the program, how initial teacher preparation program can be enhanced and key areas of focus for beginning teacher induction program.