Multidimensional Psychometrics of Teacher Educators’ Professional Identity: An Initial Validation with Teacher Educators in Southeast Asia-Reference-Cited by-同舟云学术

Multidimensional Psychometrics of Teacher Educators’ Professional Identity: An Initial Validation with Teacher Educators in Southeast Asia

Published:2023-09-16 Issue:9 Volume:13 Page:943
ISSN:2227-7102
Container-title:Education Sciences
language:en
Short-container-title:Education Sciences

Author:

Tsukawaki Ryota¹,Maki Takayoshi²^ORCID,Hirata Yoshitsugu³,Okahana Kiichiro⁴,Shimoda Asami⁵,Tsushima Aiko³,Omori Mariko⁶

Affiliation:

1. Department of Social and Clinical Psychology, Hijiyama University, Hiroshima 7328509, Japan

2. International Education Development Program, Graduate School of Humanities and Social Sciences, Hiroshima 7398529, Japan

3. Faculty of Education, Okayama University, Okayama 7008530, Japan

4. Faculty of Education, University of the Ryukyus, Okinawa 9030213, Japan

5. Department of General Subjects, National Institute of Technology Hiroshima College, Hiroshima 7250231, Japan

6. Center for Special Needs Education Research and Practice, Institute for Diversity and Inclusion, Hiroshima University, Hiroshima 7398524, Japan

Abstract

While prior quantitative research has proposed a scale for measuring teacher educators’ professional identity in terms of two dimensions, a qualitative study and comprehensive review of the literature suggested that this factor actually consists of six dimensions: teacher of teachers, researcher, coach, curriculum developer, gatekeeper, and broker. The purpose of this study was to examine whether it is possible to measure teacher educators’ professional identity in terms of these six dimensions. A total of 192 teacher educators from Southeast Asian countries (Cambodia, Vietnam, and Thailand) participated in this study and responded to items we developed to measure their professional identity in addition to providing their basic attributes such as age, gender, highest level of education, and years of service as teachers or teacher educators. The results of a confirmatory factor analysis indicated that the six-factor model was acceptable and permitted the assessment of teacher educators’ professional identity in terms of six dimensions. The results also show that women exhibit a stronger professional identity as teachers of teachers than do men and that the higher the respondents’ highest level of education, the stronger their professional identity as teachers of teachers, coaches, curriculum developers, or gatekeepers.

Funder

JSPS KAKENHI

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Link

https://www.mdpi.com/2227-7102/13/9/943/pdf

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