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The Current Status and Countermeasures of Professional Identity among Special Education Publicly Funded Normal Students

Author(s)

Zuqin Lu1,2,*

Affiliation(s)

1Guangdong Key Laboratory of Special Children's Development and Education, Zhanjiang, China 2School of Educational Sciences, Lingnan Normal University, Zhanjiang, China *Corresponding Author

Abstract

This study aims to explore the current status and influencing factors of professional identity among publicly funded special education normal students. Utilizing a university student professional identity questionnaire, a survey was conducted among 205 publicly funded special education normal students. The findings reveal that: 1) the overall professional identity of these students ranks moderately above average, with scores descending in the order of affective identity, cognitive identity, behavioral identity, and suitability identity; 2) significant differences exist among grade levels, with freshmen and sophomores scoring notably higher than juniors and seniors; 3) the major selection basis significantly impacts professional identity, whereby students who self-selected their major exhibited markedly higher scores than those who chose based on parental preference or assignment. The results provide empirical evidence and pragmatic pathways for optimizing training programs and enhancing professional identity among publicly funded special education normal university students.

Keywords

Special Education; Publicly Funded Normal Students; Professional Identity; Altruistic Motivation; Major Selection Basis

References

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