The Importance of Professional Identity for Physical Education Teachers in Teacher Training Colleges in Inner Mongolia, China
Abstract
The professional identity of physical education (PE) teachers is a crucial factor that influences their teaching practices, career development, and overall effectiveness in the educational field. This study explores the significance of professional identity among pre-service PE teachers at teacher training colleges in Inner Mongolia, China. The research examines the various factors that contribute to the formation and development of professional identity, including personal commitment, educational experiences, cultural values, and social influences. The findings highlight the critical role of teacher training programs in fostering a strong sense of professional identity, which is essential for enhancing the quality of physical education and addressing the unique challenges faced by educators in minority regions. The study underscores the need for culturally responsive training and support systems to ensure the holistic development of pre-service PE teachers, ultimately contributing to the advancement of educational standards and the promotion of social harmony in Inner Mongolia.
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Copyright (c) 2025 ShanQiang Dong
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Published by University Tun Abdul Razak (UNIRAZAK)
