Teacher education is an important way of national development. The current teacher education system in China is undergoing a transformation from the “Old three-level” of normal education to the “New three-level” of teacher education. In addition, the cultivation of pre-service teachers is an important topic of research at home and abroad, and the study of professional identity focuses on the normal students’ perception and experience of the teachers’ profession in the aspects of expectation, volition value and efficacy, it can be regarded as an important reference to predict whether an individual is suitable for teaching and to test the effect of pre-service teacher training. In this study, Professional Identification Scale for Normal Students (PISNS), which can be used as an effective tool to evaluate the professional identity of normal university and college students, was used to investigate three types of normal students in a central province of China, and the level of their professional identity was compared. The main findings of the study are as follows: (1) There is no difference in professional identity between Public-Funded Undergraduate Normal Students and Public-Funded Associate Normal College Students, and their professional identity level is significantly higher than that of normal students who do not receive government subsidies. (2) The difference between Public-Funded Undergraduate Normal Students and Public-Funded Associate Normal College Students is reflected in the two sub-dimensions of professional identity: professional efficacy and professional volition. (3) The grade increase of Non-Public-Funded Undergraduate Normal Students is inversely related to their professional identity. The study discusses the reasons for the above differences, and presents three types of normal students group face.

Keyan Zheng, Zhaoying He and Han Zhu. The Measurement of Professional Identification for Three Types of Normal Students——Survey from A Province in Central China. Frontiers in Educational Research (2021) Vol. 4, Issue 6: 80-89. https://doi.org/10.25236/FER.2021.040615.

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