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he student subject of this research. Having majored in tourism management,she graduated in 2012 as an undergraduate. She was directly recruited as a postgraduatestudent in Hunan University because of her excellent performance.As a postgraduate majoring in English teaching, she has a firm determination to becometeacher in primary or junior high school in the future. After graduation, she used the timebefore the start of her postgraduate study to become a teaching assistant in a training centerwith the responsibility of helping the students with their homework. Though she worked thereno more than one month, this experience impressed her deeply.Alice has never been a real teacher and it seems inappropriate to say that she hasprofessional identity as a teacher. However, her desire to become an English teacher,experience as a teaching assistant, having finished courses about English teaching and timespent with her classmates and teachers qualify her as a subject for the study because she hasformed an embryonic professional identity and has started to view her future job from aprofessional teacher’s view.
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Conclusion

This study was carried out to find out how teachers graduated from non-normaluniversities perceive their initial professional identities, the factors which influence theprocess of perception, and difficulties they meet during this process. Among all thenon-normal university graduated teachers, the researcher chose a special group of teacherswho had study experience of English teaching as postgraduates. The one student subject wasconsidered to have perceived her professional identity because she had finished all thepedagogical courses in university as a postgraduate and had a firm resolve to become anEnglish teacher. Not only could this research to some degree verify the effectiveness of thecultivation model provided by those non-normal universities, but also attract the attention ofuniversities, primary and secondary schools and educational authorities to care about all thestudents or teachers educated by non-normal universities.According to the research, beginning teachers graduated from non-normal universitieshave a tendency to change from focusing more on students and their ideological education toknowledge transmission and class management. During the process of professional identityconstruction, teachers are influenced by two kinds of influential factors: significant andinsignificant influential factors and suffer three kinds of difficulties: with teaching, withrelationships, and with negative emotions. The researcher also gives some suggestions touniversities, primary and secondary schools and educational authorities to help these teacherssmoothly construct their initial professional identities.
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Reference (omitted)

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