Organizational and Psychological Factors in Teacher Educators' Professional Identity Development: An Empirical Analysis
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| Title: | Organizational and Psychological Factors in Teacher Educators' Professional Identity Development: An Empirical Analysis |
|---|---|
| Language: | English |
| Authors: | Umm E. Farwa (ORCID |
| Source: | British Educational Research Journal. 2025 51(2):869-896. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Educators, Professional Identity, Psychological Patterns, Socialization, Role Perception, Arousal Patterns, Leadership, Transformative Learning |
| DOI: | 10.1002/berj.4106 |
| ISSN: | 0141-1926 1469-3518 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466176 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0141-1926 1469-3518 |
| DOI: | 10.1002/berj.4106 |
