职前小学教师与中学数学教师的数学相关教师认同特征：潜在阶级分析

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-17 DOI:10.1016/j.tate.2025.105159

Okan Arslan , Kübra Çelikdemir , Çiğdem Haser

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引用次数: 0

摘要

与数学相关的教师身份显著影响教学质量，但研究往往依赖于小样本和单组研究。本研究调查了822名初等教育和中学数学教师的身份档案。对五个指标（信念、自我效能、情绪、动机、自我形象）的开放式回答进行潜在类别分析，揭示了三种概况。图2显示积极指标最多，图3最少，图1中等。卡方分析显示，档案2主要包括职前中学教师，而档案3主要包括职前小学教师。研究结果强调了在教师教育中提供差异化支持的必要性。

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Mathematics-related teacher identity profiles of preservice elementary school teachers and middle school mathematics teachers: A latent class analysis

Mathematics-related teacher identity significantly impacts quality of teaching, yet research often relies on small samples and single group studies. This study examined identity profiles of 822 preservice teachers in Türkiye from elementary education and middle school mathematics programs. Latent class analysis of open-ended responses across five indicators (beliefs, self-efficacy, emotions, motivation, self-image) revealed three profiles. Profile 2 showed the most positive indicators, Profile 3 the least, and Profile 1 the moderate. Chi-square analysis indicated that Profile 2 included mostly preservice middle school teachers, while Profile 3 included preservice elementary teachers. Findings highlight the need for differentiated support in teacher education.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.