Measuring prospective teachers' professional self-concept

被引：13

作者：

Retelsdorf, Jan ^{[1
]}

Bauer, Johannes ^{[3
]}

Gebauer, S. Kristina ^{[2
]}

Kauper, Tabea ^{[1
]}

Moeller, Jens ^{[2
]}

机构：

[1] Leibniz Inst Padag Nat Wissensch & Math, Erziehungswissensch PPM, D-24118 Kiel, Germany

[2] Univ Kiel, Inst Psychol Psychol Padagogen, D-24118 Kiel, Germany

[3] Tech Univ Munich, Sch Educ, D-80333 Munich, Germany

来源：

DIAGNOSTICA | 2014年 / 60卷 / 02期

关键词：

professional self-concept; teaching; questionnaire; OF-FIT INDEXES; ACADEMIC-ACHIEVEMENT; INTERNAL/EXTERNAL FRAME; REFERENCE MODEL; MOTIVATION; SELECTION; NUMBER; IMPACT; WORK;

D O I：

10.1026/0012-1924/a000108

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This research aimed to develop a questionnaire measuring professional self-concept for teaching. Drawing on a sample of N = 484 teacher students, in Study 1 we identified six dimensions of self-concept applying exploratory factor analyses: self-concept for subject, innovation, media use, diagnostics, education, and consulting. In Study 2, this factor structure was replicated applying confirmatory factor analyses drawing on a sample ofN = 5 802 teacher students. In both studies, internal consistencies of all dimensions were sufficient (alpha >= .71). Moreover, measurement invariance for gender, education program (teachers for academic vs. non-academic track schools), study phase, and across time was supported. Mean comparisons between gender and education programs as well as correlations with the motivation for choosing teacher education and grades also supported the validity of our self-concept scales. Altogether, our questionnaire seems to be a promising measure for multidimensional professional self-concepts for teaching.

引用

页码：98 / 110

页数：13

共 46 条

[1]

[Anonymous], BEITRAGE HOCHSCHULFO

[2] Exploratory Structural Equation Modeling [J].