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Varis, S., Heikkilä, M., Metsäpelto, R., & Mikkilä-Erdmann, M. (2023). Finnish Pre-Service Teachers’ Identity Development after a Year of Initial Teacher Education: Adding, Transforming, and Defending. Teaching and Teacher Education, 135, Article 104354.
https://doi.org/10.1016/j.tate.2023.104354

has been cited by the following article:

• TITLE: A Survey on Pre-Service Teachers’ Professional Identity of Primary Education Major in Private Universities - A Case Study of H University

  AUTHORS: Hong Liu, Wuhui Chen, Di Zhao, Huifeng Qiu

  KEYWORDS: Pre-Service Teacher, Primary Education, Teacher Professional Identity

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.12, December 26, 2025

  ABSTRACT: This study explores the current status of pre-service teachers’ professional identity from three dimensions—professional value identification, professional status identification, and professional emotion identification—and from the perspective of grade-based development. The findings reveal that pre-service teachers generally hold a positive and relatively high level of professional identity, yet they hold low expectations for career prospects and a strong intention to switch professions. Additionally, professional identity presents a gradual, ladder-like improvement with grade progression, and practical teaching experience is identified as a key influencing factor. Based on these results, this study proposes constructing a phased and differentiated training system, aiming to address issues such as anxiety about career prospects and strong turnover intentions, thereby promoting the comprehensive development of pre-service teachers’ professional identity.