Teacher professional identity plays an important role in teacher education and can largely influence teachers' educational and teaching practices and professional development.
In order to solve the situation of pre-service teachers' professional identity, a questionnaire survey method was used to investigate 748 teacher-training students in Heze University of China. In this study, Partial Least Squares Structural Equation Modeling using Smart PLS software was used to test the research hypotheses. The results of the study showed that pre-service teachers' professional identity was at a moderate to high level; the level of motivation to teaching was at a moderate to high level; there was a significant correlation between motivation to teaching and teachers' professional identity, and it predicted teachers' professional identity.
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