This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity.
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This study provides an overview of components of teacher identity that are found in quantitative measurement instruments; and reports on the psychometric quality of these measurement in- struments. Our search included studies that assessed components of teacher identity published in English-written, peer-reviewed articles between 2000 and 2018. We analyzed a total of 59 components in 20 studies. After we categorized the components on the basis of a substantive analysis, six main domains of teacher identity became apparent: Self-image, Motivation, Commitment, Self-efficacy, Task perception, and Job satisfaction. Whereas the overall psycho- metric properties of the measurement instruments used in the different studies were acceptable to good, our systematic overview revealed several conceptual and methodological issues that need to be resolved. The results may contribute to the further operationalization of the complex construct of teacher identity.
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Teacher professional identity is conceptualized in this chapter as a complex configuration of personal and contextual factors. Professional identity is also seen as dynamic and subject to change. This coloring of the concept leads here to a specific elaboration of research with regard to (student) teachers’ identity formation. This research then focuses on (student) teachers working on issues arising from tensions between the personal and the contextual, the ways in which they position themselves toward relevant others, the impact of the micropolitical reality of the school on their functioning and well-being, and the role so-called “stories to live by” play in their work. The operationalization of the concept is illustrated by two studies in which the complexity and uniqueness of (the development of) professional identity have been investigated using narrative methods and techniques. This chapter also distinguishes between two different but related internal processes that are important in teacher education, namely professional learning internalizing knowledge and skills that are generally found to be relevant for the profession, i.e., teaching competence) and identity formation (a personal process of validating learning experiences in light of one’s “image-ofself-as-teacher,” that is, the teacher that one is and wants to become). It is argued that both processes can reinforce and enrich each other and, as such, will result in a more comprehensive and coherent framework for understanding teachers’ professional work and their development as teachers. An attempt is made to present both internal processes in an overarching model, referred to here as “framework of professional identity learning.” The chapter concludes with suggestions for (follow-up) research.
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This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The finalinstrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed.
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This longitudinal study investigated reciprocal associations among various professional identity tensions and Dutch primary student teachers’ teacher identity. Students (N = 201, 82.9% female) completed the professional identity tensions scale and the teacher identity measurement scale across three waves. Random intercept cross-lagged panel models showed that five out of nine investigated professional identity tensions were negatively associated with teacher identity at the inter-individual level. At the intra-individual level, no significant cross-lagged relationships were detected. Our findings imply that the development of professional identity tensions and teacher identity are not automatically interrelated and should, therefore, be both explicitly addressed in teacher education.
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This paper analyses the impact of two structural context factors on mathematics teacher students. First, the Netherlands is coping with a massive mathematics teacher shortage. Second, the Dutch knowledge-economy feeds the private tutoring sector. The impact on young teacher-students is tremendous; they start working as a teacher too early. Besides successful studying, broader professionalization and quality of mathematics education are in jeopardy. A quick-fix for mathematics education might do more damage than foreseen.
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National and international education policies acknowledge the importance of the quality of teachers. Research literature emphasises the teacher profession as an dynamic and extended profession, driven by a moral perspective and a collaborative identity across the profession. In this paper the question is raised to what extent this understanding is reflected in the way in which teacher quality is defined within the Dutch policy context. The Dutch narrative describes how the debate on teacher quality over the past 20 years has led to an image of a static, fragmented, narrow and instrumentalized profession. This creates a dilemma for teacher education institutes, balancing between the narrow formal expectations and the extended profession as derived from research. Creating space for that wider and innovative identity of teachers will require a process of redefining teacher quality in which all stakeholders need to play an active role.
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This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed. Five overarching identity themes emerged from these portraits: Classroom management, Students learning, Workload, Collaboration and Standing up for oneself. All themes were visualised into a configuration consisting of personal and contextual aspects, arranged according to three foci: focus on oneself, on students, and on team/organisation. The configurations differ in their magnitude but do justice to the unique and complex nature of each teacher. Constructing configurations is a promising way for understanding what really matters in beginning teachers’ professional identity development and helping them deepen their reflection.
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In this article, we elaborate on the role of dialogical learning in identity formation in the context of environmental education. First, we distinguish this kind of learning from conditioning and reproductive learning. We also show that identity learning is not self-evident and we point out the role of emotions. Using Dialogical Self Theory, we then suggest that individuals do not have an “identity hierarchy” but a dialogical self that attaches meaning to experiences in both conscious and unconscious ways. We describe the learning process that enables the dialogical self to develop itself, and we elaborate on the characteristics of a good dialogue. We conclude with some remarks expanding room for a dialogue that would foster identity learning. https://doi.org/10.3390/resources5010011 https://www.linkedin.com/in/helenkopnina/
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Professional development of teacher educators is an important topic, because teacher educators need to maintain and enhance their expertise in order to educate our future teachers (Kools & Koster, n.d. ; Dengerink, Lunenberg & Kools, 2015). How do teacher educators fulfil this task, especially within the hectic timeframe of everyday work? I asked four colleges to participate in a group to share their experiences, actions or behaviour in the organisation about their development in their profession of being a teacher educator. My purpose is to bring awareness and movement into that group. My research focusses on teacher educators in a large teacher education department in the Netherlands and the opportunities for action available to them. During this study we are currently creating a learning environment in which mutual cooperation increases the learning potential of all participants. In this group participants take or make time to learn, giving words to their scopes . Researcher and participants discuss and explore on the basis of equality, reciprocity and mutual understanding. By deploying methods borrowed from ‘Appreciative Inquiry’(Massenlink et al., 2008) the enthusiasm of a study group is raised and the intrinsic motivation of the participants stimulated. Our study group will convene three times. Its goal is to stimulate cooperation among teacher educators through optimisation of existing qualities, a method that could be described as empowerment, or a process of collective reinforcement ‘To learn’ involves experiencing that what one does really matters, as well as developing one’s own persona in the local community. Intervention, action, reflection and study group meetings alternate in the course of our research. In addition to audio and video recordings, data consists of reports drawn up on the basis of member checks. Data is analysed qualitatively by coding the interview texts and reports. After applying the codes, the researcher discusses the coding in a research group and with the participants of the study group (membercheck). Working collaboratively can offer learning challenges that catalyse growth as a professional, teacher educators become acquainted and approach each other from the perspective of their respective professional and functional responsibilities. This study offers perspectives for other teacher educators to recognize these possibilities in their own situation. Moreover the study offers a description of a way to organise collegial exchange. The research is related to the RDC professional development of teacher educators.
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