专业认同对于学生发展与学科建设都有着重要的影响。本研究基于认同理论的视角，采用嵌入式的混合研究方法对S大学教育学专业本科生的专业认同进行分析。在量化研究部分通过问卷调查法共收集70份问卷，采用描述性统计的方法呈现教育学专业本科生的专业认同水平；在质性研究部分通过对6位不同专业认同水平的学生的访谈，进一步补充印证量化研究的结论，并采用类属分析法归纳教育学专业本科生专业认同的影响因素。
研究发现：（1）S大学教育学专业本科生的专业认同处于中等偏上的水平，且认同重要性水平显著高于认同显要性水平。（2）家庭层面的家庭结构、家庭教养方式；学校层面的专业课程设计、教育学专业的学科特点；社会层面的实践经历、社会认可通过教育学专业本科生这一角色的意义理解与承诺程度的变化，对专业认同产生影响。不同影响因素的组合以及个体背后不同的价值观造就了个体多样化的专业认同状态。

Professional identity has an important impact on the development of students and the construction of the subject. The reaserch based on the perspective of identity theory adopts an embedded mixed research method to analyze the professional identity of undergraduate students majoring in pedagogy at S University. In the section of quantitative research, 70 questionnaires are collected, using descriptive statistics method to present the professional identity level of undergraduate students majoring in pedagogy; In the qualitative research section, interviews are conducted with six students of different professional identity levels to further supplement and confirm the conclusions of the quantitative research, and category analysis is used to summarize the influencing factors of professional identity among undergraduate students majoring in pedagogy.
Research has found that: (1) The professional identity level of undergraduate students majoring in pedagogy at S University is above average, and the level of identity prominence is significantly higher than the level of identity salience. (2) Family structure and family upbringing style in the aspect of family; The design of professional courses and the characteristics of pedagogy major in the aspect of school; The practical experience and social recognition in the aspect of society influence professional identity through changes in the understanding and commitment of the role: the undergraduate student majoring in pedagogy. The combination of different influencing factors and the different values of individuals create diverse states of professional identity.