A Longitudinal Study of Professional Identity among State-funded Student Teachers——Based on a Multidimensional Structural Second-order Model and Cohort Sequential Design
Based on the multidimensional structural second-order model of professional identity among state-funded student teachers and adopting the cohort sequential design,this paper presents a 3-year longitudinal study of 885 state-funded student teachers with a view of the development characteristics and changing trend of professional identity among these students throughout their normal education process.The paired sample T-test,cross-lagged panel model analysis and latent growth model analysis of follow-up data across three time points were conducted.The results show that the career values of state-funded student teachers were higher than their career belonging and the two were independent of each other in develop-ment;in career values,the internal value was higher than the external value and the two were independent of each other in development;in terms of career belonging,role acceptance was higher than teaching commitment and the two were in a mu-tually casual relationship.Throughout the normal education stage,state-funded student teachers exhibited a"first declining and then growing"trend in their professional identity.
state-funded student teachersprofessional identitycohort sequential designlongitudinal study
国家科技期刊平台
NSTL
万方数据
