在中国大学背景下,开发和验证教师专业身份尺度
Jie Zeng1,2, Weijia Liu3
1School of Foreign Languages, Chengdu Normal University, Chengdu, China.
PloS one
|March 6, 2024
概括
这项研究开发并验证了13项尺度,用于测量中国服务前英语教师的专业身份. 新的仪器在评估教师职业身份方面表现出良好的可靠性和有效性.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 教师教育教育的教师教育.
背景情况:
- 专业身份对于教师的自我认知和专业参与至关重要.
- 现有的研究缺乏验证的工具来衡量教师的专业身份.
- 了解预服务教师的专业身份对于有效的教师教育至关重要.
研究的目的:
- 开发和验证一种新的衡量标准,用于在英语语言教育中中国预服务教师的专业身份.
- 为未来关于教师职业身份的研究提供可靠和有效的定量工具.
主要方法:
- 在中国,对560名英语语言教育教师进行了预服务调查.
- 来自542份有效问卷的数据使用因子分析进行了分析.
- 完成了衡量专业自我效能,职业承诺和专业知识的13项尺度.
主要成果:
- 最后的13项尺度表现出强大的可靠性 (克朗巴赫的α=0.939).
- 该尺度表现出良好的结构有效性和可接受的适合指数 (例如,CFI = 0.978,RMSEA = 0.071).
- 该尺度有效地衡量了职业身份的三个关键维度.
结论:
- 新开发的尺度是可靠和有效的工具,用于测量预服务教师的专业身份.
- 这种定量工具可以在中国和国际环境中用于未来的研究.
- 这些发现有助于更好地了解教师教育计划中的专业身份发展.
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