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.