Preservice Teacher Professional Identity: Influence of the Teacher Educator and the Teacher Education Model

Conference: The European Conference on Education (ECE2022)
Title: Preservice Teacher Professional Identity: Influence of the Teacher Educator and the Teacher Education Model
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Oral Presentation
David Cuadra, Atacama University, Chile
Pablo J. Castro-Carrasco, La Serena University, Chile
Ingrid González-Palta, Alberto Hurtado University, Chile
Cristián Oyanadel, Concepción University, Chile
José Sandoval-Díaz, Bio Bio University, Chile
Daniel Pérez-zapata, University of Birmingham, United Kingdom


Gaining a better understanding of how teachers construct their Professional Identity (PI) is key, since PI development has been linked to better performance, professional motivation, engagement, and job retention. Research shows that the development of teacher PI is a dynamic, complex, and not fully conscious process for preservice teachers. In this regard, we ask ourselves if (1) the teacher education model adopted, (2) the type of teacher educator, and (3) academic progression play a role in PI construction. Although the importance of these variables in initial teacher education is well established, their specific contribution to the construction of PI has yet to be determined. Thus, the objective of this study is to explore the relationship between Professional Identity and the three variables mentioned above (measured with scales adapted to the Chilean population). The scales were administered to a nonprobability sample of 662 preservice teachers enrolled in teacher education programs at three universities. Data were analyzed using Spearman correlation, the Kruskal-Wallis test, and multiple linear regression. It was found that different teacher educator profiles and teacher education models positively correlate with professional identity; furthermore, levels of professional identity were found to differ in connection with students’ level within their teacher education program. It was also found that the profile of teacher educators who are also schoolteachers and the critical-intellectual educational model are predictors of teacher professional identity. A clearer understanding of this subject can yield promising opportunities for enhancing current theories of teacher PI while also informing public teacher training policies.

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