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Chen, Y., Liang, Y., & Qiang, L. J. (2008). The Comparative Research of the Professional ldentity of Undergraduate Students Major in Preschool Education. Studies in Early Childhood Education, 21-24.

has been cited by the following article:

• TITLE: The Establishment of Professional Identity among Educational Technology Graduates in China: A Grounded Theory Study

  AUTHORS: Shixiao Wang, Shanshan Yang, Ming Chen, Xiaoling Ye

  KEYWORDS: Educational Technology Graduates, Construction of Professional Identity, Grounded Theory, Qualitative Research

  JOURNAL NAME: Chinese Studies, Vol.10 No.4, November 30, 2021

  ABSTRACT: The formation and development of professional identity are affected by many factors. Clarifying the influencing factors of Educational Technology graduates’ professional identity plays an important role in improving the quality of talent training. Based on the basic principles of grounded theory, this study takes the undergraduates of educational technology in a Chinese university as an example, and analyzes the main factors affecting the establishment of professional identity. It includes “whether students’ expectations of the major are consistent with the reality” and “whether they are satisfied with the status quo”. And then this study constructs the cause model of professional identity. It is suggested to improve the professional identity of educational technology graduates from four aspects: 1) Establishing objective professional cognition; 2) Rationalizing curriculum; 3) Strengthening career planning and guidance; 4) Cultivating students’ independent ideas and improving self-confidence.