Abstract
Objective: To revise and explore the application of the student teacher professional identity scale in pre-service kindergarten teachers (STPIS-PK). Methods: 450 preservice kindergarten teachers were surveyed by the student teacher professional identity scale. Results: 1) The EFA supported that teacher professional identity consisted of four subscales: professional values, professional willingness, professional efficiency and professional volition. Also the CFA confirmed the hypothesized four-factor model (x2 = 133.277, x2/df = 2.777, CFI = 0.939, TLI = 0.901, RMSEA = 0.047). The Criteria-related validity was remarkable; 2) The internal consistency of teacher professional identity scale was 0.801 and the four subscales were from 0.628 to 0.789. For two weeks, the test-retest reliability was from 0.616 to 0.786. Conclusion: In sum, this study generated evidence that the STPIS-PK developed in the study is a psychometrically sound and valid instruments to measure pre-service kindergarten teachers’ professional identity.
Highlights
Preschool education is the education stage of life enlightenment, which is of great significance to children’s physical and mental health, habit development and intellectual development, and conducive to laying a good foundation for future career success
By analyzing the item-total correlation, we gained the results showed that the correlation coefficient of each item and the total scores of their professional identity were as high as 0.794 and as low as 0.514
All the items in the scale was significantly correlated with the total score of their professional identity (p < 0.001), indicating that they were suitable for further structural exploration, reliability and validity analysis
Summary
Preschool education is the education stage of life enlightenment, which is of great significance to children’s physical and mental health, habit development and intellectual development, and conducive to laying a good foundation for future career success. Wang and Xue (2011) [6] found that the pre-school education undergraduate students’ professional identity status was generally good through questionnaire and individual interviews, but there were still some problems, and proposed to strengthen the professional identity of undergraduate students from social, school and personal aspects. Yang and Zhao (2016) [8] independently compiled the professional identity survey questionnaire for preschool teachers of education major students in three-year colleges and universities, and combined with individual interviews, to further understand the underlying reasons behind the current status of professional identity of students’ preschool teachers. The research content mainly includes the current status of pre-school education normal school students’ professional identity, the influencing reasons and corresponding suggestions. The purpose of this study is to explore the application of teacher professional identity scale in preschool education normal school students, so as to provide necessary basis for further research in this field
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