THE STUDY ON THE PROFESSIONAL IDENTITY OF UNDERGRADUATE STUDENTS MAJORING IN ELEMENTARY EDUCATION AT YUNNAN NORMAL UNIVERSITY

Abstract

This study examines the professional identity of undergraduate students majoring in Elementary Education at Yunnan Normal University in the context of educational reforms and the demand for qualified rural teachers. Using a mixed-methods approach with 290 questionnaires and 12 interviews, the findings reveal a moderately high level of professional identity, with emotional identity scoring highest, followed by cognitive and behavioral dimensions. Female students and those with higher self-rated academic performance showed stronger emotional and cognitive identities, while senior students demonstrated greater behavioral identity, which was influenced bythe practicum. Regression analysis identified emotional identity as the strongest predictor. The study highlights the importance of practicum and mentorship in identity formation and recommends early practicum integration, emotional development programs, and institutionalized identity assessment to strengthen teacher education.

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