Concurrent validity of the student teacher professional identity scale

Živković, Predrag

doi:10.5937/ijcrsee1801013z

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…Considerando que la IP no solo es un producto, sino que también un proceso, en este trabajo graficamos la forma en que los futuros docentes van construyendo su IP durante la formación inicial. Esta propuesta destaca un proceso de construcción conflictuado que se produce precisamente por la dificultad de integración de las dimensiones subjetivas y objetivas de la IP docente (Hendrikx, 2020;Živković, 2018). En la medida que el estudiante cuenta con los apoyos suficientes para lograr esta integración de saberes, es que persevera en la carrera profesional desarrollando altos niveles de identificación con la profesión.…”

Section: Discussionunclassified

Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

et al. 2021

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El objetivo de este trabajo fue sistematizar la información de estudios cualitativos sobre el desarrollo de la identidad profesional (IP) del profesor(a) durante la formación inicial. La IP del profesor(a) es una variable clave para comprender la vida profesional de los profesores(as), siendo la formación inicial un período especialmente crítico para su desarrollo. Se realizó una revisión sistemática de la literatura científica, utilizando las bases de datos WOS (Web of Science), Scopus y Scielo desde el año 2000 al 2020. Se encontraron 67 artículos, incluyéndose 33 en el análisis cualitativo y cuantitativo, luego de filtrar según criterios de inclusión y exclusión. Se encontró un conjunto de categorías que favorecen el desarrollo de la IP, un proceso de construcción conflictuado entre las dimensiones subjetivas y objetivas de la IP, además de dimensiones que constituyen la IP. Se concluye que el desarrollo de la IP del docente se ve influenciado por la formación inicial, las características psicológicas y los factores socioculturales.

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Section: Discussionunclassified

Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

et al. 2021

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“…TPIS examines how future educators prepare for their teaching career through the development of a professional teaching identity while also attempting to understand early or pre-service teachers' emerging identities. As student teachers face increased amounts of anxiety, depression, and stress, it may lead to mental health conditions that can affect their student success (Uzman & Telef, 2015;Živković, 2018). Research has also shown new teachers (1-3 years of teaching) experience a high prevalence of mental health conditions such as anxiety and depression (Woudstra et al, 2018).…”

Section: Student Teachers and Mental Healthmentioning

confidence: 99%

Student Teachers with Mental Health Conditions Share Barriers to Success: A Case Study

Houdyshell

Kratt

Greene

2021

TQR

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Universities are trying to address student mental health needs through counseling centers and other outreach initiatives. However, do individual colleges know how to address the mental health concerns of their own students? Three faculty members in the College of Education at a university located in the southern United States posed two questions to find out what it is like for student teachers to live with a mental health condition, and what would support academic performance in the College. Seventeen undergraduate students who self-reported as having a mental health condition and were completing their senior year as student teachers volunteered to be interviewed for this case study. Three themes emerged after a reiterative process of reading and coding the interview responses. The three themes were barriers to success, student teaching as a positive experience, and lack of mental health awareness, education, and training for all. The discussion section includes recommendations for removing some barriers through more effective communication and increasing mental health literacy for faculty, staff, and students in the college.

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“…programme, during the study, and a moment before graduation. Student teachers' professional identity is basic characteristics, feeling, and self quality related to teaching profession, consisiting of teacher beliefs, self identity as a future teacher, teacher role, and teaching profession values [13][14][15][16].…”

Section: Related Work/literature Reviewmentioning

confidence: 99%

The Influence of Strategic Enrolment Management and Other Factors on the Competence of B.Ed. Graduates

Surya

2021

KSS

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The first part of this study consisted of a qualitative literature review to determine which variables other than strategic enrolment management might affect the competence of B.Ed. graduates. It was found that other factors might include teacher archetype, motivation to become a teacher, career planning and professional identity. This study presented the constructed operational definitions of each of the variables and the proposed structural relationships between them. In the second part, a quantitative approach was used and data were collected through a questionnaire. It is recommended that additional qualitative research is conducted to complement the findings of this study. Keywords: strategic enrolment management, teacher education, student teacher, teacher archetype, teacher competence

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Concurrent validity of the student teacher professional identity scale

Cited by 6 publications

References 12 publications

Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

Student Teachers with Mental Health Conditions Share Barriers to Success: A Case Study

The Influence of Strategic Enrolment Management and Other Factors on the Competence of B.Ed. Graduates

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