What I Expect and Fear Next Year: Measuring New Teachers' Possible Selves
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| Title: | What I Expect and Fear Next Year: Measuring New Teachers' Possible Selves |
|---|---|
| Language: | English |
| Authors: | Hamman, Doug, Wang, Eugene, Burley, Hansel |
| Source: | Journal of Education for Teaching: International Research and Pedagogy. 2013 39(2):222-234. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Beginning Teachers, Self Concept, Likert Scales, Test Validity, Student Teacher Attitudes, Factor Analysis, Expectation, Professional Identity, Preservice Teachers, Test Construction, Teacher Characteristics, Goodness of Fit, Teaching Methods, Power Structure, Caring, Questionnaires |
| DOI: | 10.1080/02607476.2013.765194 |
| ISSN: | 0260-7476 |
| Abstract: | Possible selves theory describes the relation between self-concept and regulation of future-oriented behaviours. This theory helps conceptualise issues related to teacher development, including preparation and retention, but few researchers have done so. The validation of a Likert-type instrument intended to measure "new teacher possible selves" is described. Student teachers in the United States (n?=?335) completed the new measure in their final practicum semester. Results from two confirmatory factor analyses indicate that data fit well the models of new teacher "expected" and "feared" possible selves. Limitations and future research directions are discussed. (Contains 3 tables and 2 figures.) |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2014 |
| Accession Number: | EJ1011336 |
| Database: | ERIC |
| Abstract: | Possible selves theory describes the relation between self-concept and regulation of future-oriented behaviours. This theory helps conceptualise issues related to teacher development, including preparation and retention, but few researchers have done so. The validation of a Likert-type instrument intended to measure "new teacher possible selves" is described. Student teachers in the United States (n?=?335) completed the new measure in their final practicum semester. Results from two confirmatory factor analyses indicate that data fit well the models of new teacher "expected" and "feared" possible selves. Limitations and future research directions are discussed. (Contains 3 tables and 2 figures.) |
|---|---|
| ISSN: | 0260-7476 |
| DOI: | 10.1080/02607476.2013.765194 |
