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ity is a kind of perception, ofunderstanding or recognition degree about their job form the bottom of their hearts, ofcourse, teachers will bring their behaviors in correspondence with the requirements, goalsand expectations of their job and career. Meanwhile, the teachers’ professional identity isalso an active process which when students make the professional developmentachievement step by step during their teaching practice.
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Ⅲ Theoretical Foundation y………17
3.1 Internal Cause and External Cause y………17
3.2 Self-Efficiency Theory y………18
Ⅳ Methodology……….21
4.1 Research Subjects y………21
4.2 Research Objec y………22
4.3 Research Instruments••y………23
4.4 Research Procedures y………25
Ⅴ Data Analysis and Discussion y………26
5.1 The Results of Questionnaire y………26
5.2 The Results of Interview y………39

Ⅵ Summary

6.1 Major Findings
From table 6.1, we can see that the four dimensions of professional identity scoresranging from high to low are professional expectation, professional value, professionalidentity and professional volition. Professional volition gets the lowest score, 3.63 points,which shows that most tuition-free normal students have no confidence to service atgrass-roots unit as a teacher for ten years. This kind of uncertainty of free normal studentstowards their future work shows that they are worried about whether they can keep up withthe development of society and times at rural areas or not, and feared a series of problemsthat may influence their life quality and the improvement of their professional identity skillsand etc.Based on the investigation data and analysis results, the conclusions of this study aresummarized as follows.Firstly, the teachers’ professional identity of free normal students of English Majors ofD Normal University is relatively high; the overall score is higher than the average, morethan 4 points. It means they're recognized this occupation, loving and willing to engage inthe job.
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Conclusion

This paper discussed and analyzed the professional identity level of free normalstudents and in-service teachers from four dimensions. Although the questionnaire andinterview data present the two groups professional identity from a certain perspective, butthere are also some limitations.Firstly, the sample of the questionnaire survey is relatively insufficient. 77 free normalstudents and 31 in-service teachers participated in the research, and ten individuals werechose as the interview subjects, which probably result in the data deviation owing to theinsufficient research samples.Secondly, the author didn’t make a traceable research for the subjects to analysis freenormal students’ dynamic variation at different times and didn’t present the continue changelevel of their teachers’ professional identity.Finally, in order to analysis and compare the data of questionnaire, there is no obviousdifferences between the two research subjects’ questionnaires, which will lead to the samepresent ways for free normal students and in-service teachers to show their teachers’professional identity. It should be improved in future research.
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Reference (omitted)

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