PROFESSIONAL IDENTITY OF TEACHERS IN CHINESE VOCATIONAL COLLEGES

Abstract

Education is the driving force and foundation of human social development. The development of a country cannot be separated from education, and the foundation of high-quality education is teachers. If the professional identity of teachers is not high, high-quality education will lack the most basic guaranteed conditions. In the current stage of social development in China, the economy is highly developed, and the culture is increasingly prosperous, but behind any harmony, there are new challenges. With the differentiation of social classes and the widening gap between the rich and the poor, multicultural conflicts and multi-value games have become new social problems. This contradiction has also extended to the field of higher education. The most prominent manifestation is that many teachers in higher vocational colleges are reluctant to reveal their teacher identities to the outside world. They are more willing to develop their second social identity. They show serious job burnout in teaching activities, and the turnover rate of teachers in some places is high.  This paper outlines the introduction about professional identity of teachers, analyzes and studies the importance, the factors and related about professional identity of teachers. Enhancing teachers’ professional pride and sense of belonging and improving teachers’ professional identity are not only conducive to the stability of the teaching staff, but also can stimulate teachers’ internal motivation and promote the high-quality and sustainable development of China’s higher vocational education.