estudiantes de pedagogía chilenos Adaptation and validation of the Teacher Professional Identity Scale in Chilean student teachers

The teacher professional identity is a construct that has gained the interest of numerous researchers in the field of teacher training, due to the abundant empirical evidence of its impact on job satisfaction and motivation, engagement, professional self-efficacy and decision-making in the educational practices of teachers. It is defined as a complex construction process that integrates personal identity and regulates the actions of teachers, acting as a basis for interpreting what teaching and learning is, guiding teaching action and organizing it for educational improvement. Despite the relevance of the teacher professional identity, the construction of this identity in preservice teacher and beginning teachers has not been empirically addressed sufficiently and exhaustively, a situation that is accentuated in the Latin American context. In Latin America, empirical studies on teacher professional identity have less development and along with this, quantitative studies aimed at measuring this construct are less, and to date there is no instrument in Chile that allows for adequate measurement of teacher professional identity. An instrument especially indicated to measure the teacher professional identity in preservice teacher is the Student Teacher Professional Identity Scale, an instrument that measures the teacher professional identity in preservice teacher considering the confidence in the professional choice, the sense of self-realization and the visualization of the profession as a mission and challenge. The Student Teacher Professional Identity Scale was developed and validated by Fisherman and Abbot in a .903, CFI = .922, RMSEA = .079, AGFI = .899). In conclusion, a scale for measuring professional teaching identity in pre service teacher was obtained, adapted and validated for the Chilean context, with adequate psychometric characteristics. In the discussion, the results are analyzed in the light of the existing literature.