Evaluating the Teacher Professional Identity of Student Teachers: Development and Validation of the Teacher Professional Identity Scale

被引：8

作者：

Wong, C. Y. Ethan ^{[1
]}

Liu, W. C. ^{[1
]}

机构：

[1] Nanyang Technol Univ, Natl Inst Educ, Psychol & Child & Human Dev, 1 Nanyang Walk, Singapore 637616, Singapore

来源：

JOURNAL OF EDUCATION-US | 2024年 / 204卷 / 01期

关键词：

teacher professional identity; student teachers; measurement scale; confirmatory factor analysis; initial teacher education; WORK; EFFICACY; IDENTIFICATION; PERCEPTIONS; MOTIVATION; COMMITMENT; STANDARDS; IMPACT;

D O I：

10.1177/00220574221101375

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study sought to develop and validate an instrument to measure teacher professional identity of student teachers. Through a literature review, three indicators, namely teacher self-efficacy, commitment to teaching and professional orientation, were chosen to form the construct for validation. The factor structure was first tested through confirmatory factor analysis using a sample of 185 student teachers and cross-validated using a new sample of 412. Evidence from goodness-of-fit statistics, parameter estimates and internal consistency indicated that the three indicators are valid factors of the construct. The instrument can provide information to better meet the developmental needs of student teachers.

引用

页码：131 / 144

页数：14

共 59 条

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