Developing and validating an Interdisciplinary Teaching Readiness Scale (ITRS) for pre-service teachers in China

Area of Science:

• Educational Psychology
• Teacher Education

Background:

• Interdisciplinary teaching readiness is crucial for pre-service teachers in China.
• A reliable instrument to measure this readiness was lacking.

Purpose of the Study:

• To develop and validate the Interdisciplinary Teaching Readiness Scale (ITRS) for pre-service teachers.
• To provide a tool for assessing readiness and informing teacher education programs.

Main Methods:

• Literature review and expert framework used for initial item pool.
• Exploratory Factor Analysis (EFA) on Sample A (n=234).
• Confirmatory Factor Analysis (CFA), validity, and reliability testing on Sample B (n=543).

Main Results:

• The ITRS demonstrated a robust three-factor structure (knowledge, skills, attitudes) with 24 items.
• The scale exhibited good model fit, convergent validity, discriminant validity, and high reliability (Cronbach's α = 0.972).
• The scale explained 77.282% of the total variance.

Conclusions:

• The validated ITRS is a reliable and effective instrument for measuring pre-service teachers' interdisciplinary teaching readiness.
• The scale can promote professional development, evaluate teacher education programs, and support educational policy.
• The ITRS offers potential for global application with cultural adaptations.