Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education
pp. 67-78 | Published Online: May 2017 | DOI: 10.22521/unibulletin.2017.61.6
Necdet Aykac, Kasim Yildirim, Yahya Altinkurt, Monica Miller Marsh
The study aimed to understand the factors affecting pre-service teachers’ teacher identity. The sample of the study was comprised of 286 fourth-year preservice teachers. The draft item pool of the scale was based on the teacher education literature related to the factors affecting teacher identity administered to the preservice teachers studying at a public university in Turkey’s Mugla province. The finding of the study revealed that the scale, which was consisted of 28 items, had six factors. The scale’s six factors explained 63.50% of all the variance as well as the factor loading of the scale ranged from .50 to .88. The internal consistency scores of the scale dimensions ranged from .77 to .90. The item analysis of 27% upper and lower means calculation yielded statistically significant t values. Additionally, confirmatory factor analysis resulted good and pretty high fit indices. This showed that the scale with six factors was acceptable.
Keywords: teacher identity scale, teacher education, pre-service teachersReferences
Akyeampong, K., & Stephens, D. (2002). Exploring the backgrounds and shaping of beginning student teachers in Ghana: Toward greater contextualisation of teacher education. International Journal of Educational Development, 22(3-4), 261-274.
Bauer, J. J., & McAdams, D. P. (2004). Personal growth in adults' stories of life transitions. Journal of personality, 72(3), 573-602.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Meijer. P. C., & Verloop. N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.
Beijaard, D., Meijer, P. C., & Vermunt. J. D. (2000). Teachers' perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764.
Buyukozturk, S. (2009). Sosyal bilimlerde veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem Akademi.
Cheung, H. Y. (2008). Measuring the professional identity of Hong Kong in service teacher. Journal of service Education, 34(3), 375-390.
Cokluk, O., Sekercioglu, G., & Buyukozturk, S. (2010). Sosyal bilimler icin cok degiskenli istatistik [Multivariate statistics in social sciences]. Ankara: Pegem Akademi.
Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.
Findlay, K. (2006). Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year. Journal of In-service Education, 32(4), 511-532.
Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.
Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
Hooper, D., Coughlan. J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
Hu, L., & Bentler, P. M. (1999). Cutoff criterion for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Izadinia, M. (2013). A review of research on student teacher’s professional identity. British Educational Research Journal, 39(4), 694-713.
Kline, R. B. (2011).Principles and practice of structural equation modeling. NY: Guilford.
Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies: illustrations from case studies. In I. Goodson (Ed.), Studying Teachers’ Lives (pp. 99-152). NY: Teachers College.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). SPSS for intermediate statistics: Use and interpretation. NJ: Lawrence Erlbaum.
Maclean, R., & White. S. (2007). Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers. Reflective Practice, 8(1), 47-60.
O’Connor, K. E. (2008). You choose to care: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117-126.
Olsen, B. (2008). Reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
Ozdamar, K. (2004). Paket programlar ile istatiksel veri analizi II [Statistical data analysis for packaged software II]. Eskisehir: Kaan.
Pearce, J., & Morrison, C. (2011). Teacher identity and early career resilience: Exploring the links. Australian Journal of Teacher Education, 36(1), 47-59.
Starr, S., Haley, H. L., Mazor, K. M., Ferguson, W., Philbin, M., & Quirk, M. (2006). Initial testing of an instrument to measure teacher identity in physicians.Teaching and Learning in Medicine,18(2), 117-125.
Tabachnick B. G., & Fidell, L. S. (2001). Using multivariate statistics. MA: Allyn & Bacon.
Tavsancil, E. (2005). Tutumların olculmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Ankara: Nobel.
Trent, J. (2010). Teacher education as identity construction: insights from action research. Journal of Education for Teaching, 36(2), 153-168.
Yasar, M., Karabay, A., & Bilaloglu, R. (2013). “Have I become a teacher?” the perspectives of preservice teachers about factors that are effective on the formation of the teacher identity. Turkish Studies, 8(7), 269-282.
Zembylas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self- formation. Educational Theory, 53(1), 107-127.
Call for Papers
UNIBULLETIN is calling for submissions to the Vol. 6, Issue 2, 2017.
Authors are invited to submit papers from the broader fields of the social sciences and related disciplines in the international context.
All submissions should be presented only in English. Manuscripts should be sent to the Editor-in-Chief via e-mail: firstname.lastname@example.org
Submission Deadline: December 1, 2017.