Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs
| Main Authors: | Berger, Jean-Louis, Lê Van, Kim |
|---|---|
| Format: | Article Journal |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/2531596 |
Daftar Isi:
- Abstract Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs. Secondary teachers (n = 236) completed a survey about several components of their identity (self-efficacy beliefs, motivation to become a teacher, affective commitment, and perceived type of expertise) and general pedagogical beliefs (constructivist and direct transmission). Multidimensional scaling revealed that the components could be mapped on two dimensions: form of motivation and degree of subject specificity. The resulting map revealed four meaningful groups of components. Furthermore, whereas direct transmission general pedagogical beliefs were found to be strongly tied to an identity grounded in the subject taught, constructivist beliefs were independent of identity components. This study provides new insight into the structure of teacher professional identity and its relevance for teaching.
- The data were drawn from the research project "The Evolution of Teachers' Conceptions During Teacher Education," founded by the Swiss National Science Foundation (Grant N°100019_146351; primary investigator: Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training; co-investigators: Marcel Crahay, University of Geneva, and Carmela Aprea, Friedrich-Schiller-Universität Jena).