The development of the relationship between professional identity tensions and teacher identity:a quantitative longitudinal study among Dutch primary student teachers
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 findi... Mehr ...
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| Dokumenttyp: | Artikel |
| Erscheinungsdatum: | 2022 |
| Reihe/Periodikum: | Hanna , F , Oostdam , R , Severiens , S E & Zijlstra , B J H 2022 , ' The development of the relationship between professional identity tensions and teacher identity : a quantitative longitudinal study among Dutch primary student teachers ' , Studies in Educational Evaluation , vol. 75 , 101199 . https://doi.org/10.1016/j.stueduc.2022.101199 |
| Sprache: | Englisch |
| Permalink: | https://search.fid-benelux.de/Record/base-28993499 |
| Datenquelle: | BASE; Originalkatalog |
| Powered By: | BASE |
| Link(s) : | https://research.hva.nl/en/publications/fe72538f-6db8-43ae-856d-2e1c38da85bc |
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.