This study aims to develop and validate an instrument to analyse future Secondary Education teachers' perceptions regarding the development of Teachers' Professional Identity (TPI). The data were collected from a sample of 733 participants who were students enrolled in the Master's Degree for Secondary Education teachers. The psychometric properties of the instrument were obtained by analysing content, and comprehension validity, construct validity and reliability. A first subsample was used for an Exploratory Factor Analysis, and a second one to verify the identified factor structure via Confirmatory Factor Analysis. The instrument is made up of 31 items in four scales namely the understanding of TPI, the development of TPI at various educational levels, the development of TPI in comparison with that of other professionals and the influencing factors. The results show that it has high levels of validity and reliability. Therefore, it provides TPI research field with an instrument to assess it during the initial teacher training period in consecutive training models where it seems to occur more identity crisis.
This study focuses on exploring the beliefs regarding the construction and development of Teacher's Professional Identity (TPI) of Secondary Education Master's Degree (SEMD) students from the areas of Science and Technology. An 'S-TPI' questionnaire, measured using a Likert scale, was used to obtain the opinions of 279 future teachers in the 2014-2018 academic years. After analysing the data, no significant differences were found between the two groups (Science and Technology). However, there were significant differences in the responses obtained for the four dimensions on the scale with regard to the students' gender. We noticed an important relationship between the global view of professional identity and the development of educational skills linked to socio-educative and methodological aspects. These results may contribute to improving knowledge concerning future teachers' beliefs and have served as a basis on which to design activities that will enable us to integrate TPI into the initial training process.
ABSTRACT. CLIL (Content and Language Integrated Learning) includes the development of intercultural awareness as one of its main axes. Therefore, the main objective of this research is to examine the perceptions that CLIL teachers have regarding Intercultural Competence (IC) and the elements that contribute to its development. Through an open-question survey, we analysed the opinions of 59 Primary Education CLIL teachers from Cordoba. For the analysis of the qualitative data, Atlas.ti has been used on its two options: the textual and the conceptual analysis, thus generating the corresponding networks. On the other hand, SPSS v. 21 was used for the quantitative data analysis. The results show that CLIL teachers define IC closely linked to linguistic competence, and that communicative activities play an important role.
RESEARCH ARTICLEPercepciones del profesorado AICLE sobre la competencia intercultural en Educación Primaria Percepções dos professores AICLE sobre a competência intercultural no Ensino Básico
The construction of teachers’ professional identity (TPI) is a key issue in current research, so a wide range of scholars has focused their interest on that topic. Its construction and evolution are influenced by a wide range factors (personal, professional and contextual) along the initial training period. This review aims to know how TPI within initial training among Secondary Education teachers evolves, how teacher training programs approach it and which elements may influence its development. Therefore, a meta-analysis was used to examine the existing literature between 1990 and 2019. A total of 35 research studies were analysed showing an increase temporal tend coinciding in the definition of the main term (TPI) and the need to train it within initial training as well as the influence of determining factors in its construction, so they develop their commitment with future career. To conclude, this work makes a useful and updated contribution to the field and it brings insights regarding where investigation should go further in order to meet educational needs and societal demands.
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