Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Umm E Farwa, Qiong Li, Juyan Ye, Muhammad Kaleem Khan, Salman Zulfiqar
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引用次数: 0

Abstract

This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross-sectional data to gauge these relationships via data obtained from teachers’ educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity–TEPI and transformative learning–TEPI nexuses.

教师职业认同发展的组织与心理因素:实证分析
本文提出了一个研究模型,对教师教育工作者职业认同的中介调节模型进行了探索和检验。该模型评估了以下因素之间的联系:(a)触发因素(领导支持、专业社会化、培训;发展)和TEPI;(b)心理唤醒(角色明晰和转化学习)和TEPI;(c)制度支持在上述心理唤起对技术创新指数的影响中起调节作用。我们通过从巴基斯坦高等教育机构的教师教育工作者那里获得的数据,使用横截面数据来衡量这些关系。大多数假设关联得到支持,我们提出的模型是可行的。领导支持、专业社会化和教师教育的培训和发展点燃了教师教育的发展过程,而角色明晰和变革学习正向调节了上述关系。然而,本研究并未发现制度支持在角色明晰-技职创新与转型学习-技职创新关系中有建设性的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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