The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences

Qin, Xinxin; Liu, Shengnan

doi:10.1002/pits.23066

Cited by 8 publications

(1 citation statement)

References 58 publications

(92 reference statements)

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“…These studies tend to use case study or narrative inquiry to unpack the complexities of TPI. Research devoted to the measurement of TPI led to the third theme that examines TPI levels (Cai, 2021), TPI and socio-demographic factors; Doğan & Erdiller Yatmaz, 2018; Yan, 2023), and the relationship between TPI and other constructs (Lin et al, 2017; Qin & Liu, 2023; Sheybani & Miri, 2019; Zarrinabadi et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Yan

2024

Sage Open

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This study presents a bibliometric review of teacher professional identity (TPI) research from 2004 to 2023. 4,066 SSCI-indexed papers retrieved from the Web of Science database were identified for analysis using CiteSpace. The major findings are: (1) The publications have increased significantly from 2004 to 2021, there is a slight decline in recent 2 years. (2) Top contributing country, institution, and journal are the US, University of London, Teaching and Teacher Education respectively. (3) The top productive authors are Yuan Rui, Trent John, and Nazari Mostafa respectively, the top cited authors are Beijaard D, Gee JP, and Lave J. (4) TPI research has evolved in terms of multiple theoretical lens, diversity of discipline and participants, and methodological shift. (5) Emerging trends include teacher agency, positioning theory, and English-medium instruction (EMI) policy. This study has implications for future researchers.

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Section: Introductionmentioning

confidence: 99%

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Yan

2024

Sage Open

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Does reciprocal peer observation promote the transfer of learning to teaching practice?

Flores,

Sala‐Bars,

Ortiz

et al. 2024

Psychology in the Schools

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This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.

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How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands‐resources model

Zhou,

et al. 2024

Psychology in the Schools

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Professional identity is essential for a qualified teacher; however, the imbalance between job resources and demands is a serious impediment to promoting teachers’ professional identity. Given that personal job resources (i.e., teachers’ socioemotional competence and psychological capital) and challenging job demands (homeroom/non‐homeroom teachers) are distinctive—but understudied—job characteristics, this study examines their role in fostering teachers’ professional identity, based on the Job Demands‐Resources (JD‐R) model. Data from 432 secondary school teachers in Henan Province, China were collected using the Chinese versions of the Teacher Socioemotional Competence Scale, Psychological Capital Scale, and Teacher Professional Identity Scale. The results showed that teachers’ socioemotional competence positively predicted their professional identity. The moderating mediator analysis showed that the mediating role of psychological capital and the moderating role of being a homeroom or non‐homeroom teacher contributed immensely to teachers’ professional identity. The identification of this moderated mediation model broadens our understanding of the JD‐R model by demonstrating the interplay between personal job resources and challenging job demands. This study also emphasizes the imperative for optimizing the balance between “demands” and “resources” to enhance teachers’ professional identity, and proposes effective interventions.

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The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences

Cited by 8 publications

References 58 publications

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

Does reciprocal peer observation promote the transfer of learning to teaching practice?

How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands‐resources model

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