Teacher Professional Identity as Multidimensional: Mapping Its Components and Examining Their Associations with General Pedagogical Beliefs

Autor/inn/en	Berger, Jean-Louis; Lê Van, Kim
Titel	Teacher Professional Identity as Multidimensional: Mapping Its Components and Examining Their Associations with General Pedagogical Beliefs
Quelle	In: Educational Studies, 45 (2019) 2, S.163-181 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1446324
Schlagwörter	Professional Identity; Beliefs; Self Efficacy; Teacher Motivation; Teacher Attitudes; Foreign Countries; Preservice Teachers; Student Attitudes; Secondary School Teachers; Vocational Education Teachers; Switzerland + Suchen Sie Ihr Suchwort? Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Ausland; Schülerverhalten; Ausbilder; Schweiz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01