Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale

Hanna, Fadie; Oostdam, Ron; Severiens, Sabine; Zijlstra, Bonne J. H.

doi:10.1016/j.stueduc.2019.100822

Cited by 76 publications

(82 citation statements)

References 50 publications

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“…These contradictions may lead them to experience tensions, feel uncertainty and find teaching a difficult career (van der Wal, Oolbekkink-Marchand, Schaap, & Meijer, 2019). This echoes the belief that the professional identity of teachers is a unique concept difficult to define and assess (Hanna et al, 2020;Maclean & White, 2007).…”

Section: Assessing Tpi In Tementioning

confidence: 99%

“…It appears that most assessment tools which exist focus on secondary school environments and are not applicable to designing or assessing pre-service TPI. (Hanna et al, 2020;Hanna, Oostdam, Severiens, & Zijlstra, 2019). In a 2013 paper, Friesen and Besley attempted to anticipate the developmental process of TPI in the primary year of TE through a Likert scale.…”

Section: Assessing Tpi In Tementioning

confidence: 99%

“…In a recent research, Hanna et al (2020) developed an instrument based on four major domains of teacher identity: motivation, self-efficacy, self-image, and task perception. Despite the efficiency of this assessment scale, researchers point to a few limitations, most significant of which is its use of quantitative studies domains.…”

Section: Assessing Tpi In Tementioning

confidence: 99%

“…The significant role of teachers suggests assessing the process of teacher professional identity (TPI) construction during the primary field of teacher education (TE) programs (Hanna, Oostdam, Severiens, & Zijlstra, 2020). The literature reveals a strong connection between the quality of teaching and TPI (Cattley, 2007;Trent, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers believe that assessing this process can help teacher trainers to augment their awareness of the tensions in teacher trainees and to be able to select and design materials in harmony with their needs in TE programs (Beijaard, Meijer, & Verloop, 2004;Pennington & Richards, 2016). This movement guided researchers to incorporate pedagogical tools in the TE programs to foster the process of the formation of teachers' identity (Cattley, 2007;Maclean & White, 2007) or develop assessment tools to assess student teachers' professional identity and teaching quality (Hanna et al, 2020). However, they have not explicitly and systematically addressed how teacher identity is constructed over time.…”

Section: Introductionmentioning

confidence: 99%

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Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

Irani

Chalak

Tabrizi

2020

Asian. J. Second. Foreign. Lang. Educ.

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The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

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Section: Assessing Tpi In Tementioning

confidence: 99%

Section: Assessing Tpi In Tementioning

confidence: 99%

Section: Assessing Tpi In Tementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

Irani

Chalak

Tabrizi

2020

Asian. J. Second. Foreign. Lang. Educ.

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Social support on calling: Mediating role of work engagement and professional identity

Zhang

Guo

2023

The Career Development Quart

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Researchers suggest that personal and contextual factors may interact to predict career calling; however, the antecedents of career calling have received less research attention. Consequently, the aim of this research is to develop and test a research model that investigates work engagement and professional identity as mediators of the effect of social support on career calling among 456 Chinese special education teachers. Structural equation modeling analyses revealed that perceived social support predicted high levels of work engagement, professional identity, and career calling. Furthermore, work engagement and professional identity simultaneously and sequentially mediated the relationship between perceived social support and career calling. Our findings suggest that supportive social relationships may increase the willingness to dedicate one's time and efforts and enhance the clarity of professional identity, ultimately fostering a sense of career calling. This research would be valuable to both academics and practitioners who are seeking to explore various antecedents of career calling.

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Recent Trends in Teacher Identity Research and Pedagogy

Olsen

Buchanan

Hewko

2022

The Palgrave Handbook of Teacher Education Research

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Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale

Cited by 76 publications

References 50 publications

Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

Social support on calling: Mediating role of work engagement and professional identity

Recent Trends in Teacher Identity Research and Pedagogy

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