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ng for their future job cannot work better.Therefore, we should know more about their teachers’ professional identity level fromdifferent dimensions in order to train more and more outstanding teachers for basiceducation.
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ⅡLiterature Review

2.1 Definitions of Teachers’ Professional Identity
Now, the word “identity” is widely used, however, it is difficult to give it a more exactdefinition. It's a very complicated meaning that there is no unified definition so far, however,both western and Chinese scholars have studied it from philosophy, psychology, sociology,anthropology, and many other areas with their own researching purposes.The word “identity” came from the German “identitat” in The PhilosophicalDictionary, originally referred to the meaning of identification by Freud. He first mentionedthis concept, whose meaning is to say: How to create the history of an era when a lonelyman found himself and endowed the significance of the individual. Simply it refers to thesame sense of a person and the era of himself. New Words Dictionary points out that themeaning of the word “identity”: ① acknowledge, ratification ; ②feel warm because ofthere is in common with yourself. Anthropology of Contemporary Western SociologicalDictionary points that identity is the member of the group who has opinions that consistentin cognition and evaluation and the feelings.The studies about identity started in the field of philosophy and psychology.Psychologist Sigmund Freud originally proposed the term “identity”. He thought that theidentity was a progress that a person or a group became the similarity on the emotion andpsychology, which simulates another person or groups copy from other personal values,norms and behavior patterns, and makes these patterns into their own behavior patterns.
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2.2 Functions of Teachers’ Professional Identity
Teachers’ professional identity of free normal students is also called the pre-serviceprofessional identity. It refers to the perception and experience of normal students about thejob of teacher which they will take up in the future and their identity as tuition-free normalstudents at the current time. So compared with the in-service teachers, Wang Xinqiang(2010) wrote that the teachers’ professional identity of tuition-free normal students haveboth similarities and differences. As an important research topic of teacher education,TimostsukUgaste (2010) believed that the teachers’ professional identity of tuition-freenormal students is the psychological foundation to change the role of students; it is theabiding emotional power and will play an important role in the future in determiningwhether the teachers can quit the job or not, and will even directly or indirectly influencethe growth of next generation. Brook (2011) summarized in-service teachers’ professional identity from the followingaspects: firstly, their professional identity is the result of recognition about a series ofquestions which gradually formed after several years of teaching practice and thinking, suchas “who am I?”, “ what kind of teacher am I ?”, “what kind of teacher I want to be ?”.Secondly, the professional identity of teachers is the reflection of their professionalknowledge, professional emotion, attitudes, and beliefs and professional commitment inteaching practice. Thirdly, teachers’ professional ident本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。