{"title":"Social support, pedagogical beliefs and teacher professional identity among preservice teachers in China: A moderated mediation analysis","authors":"Yan Li, Ahmad Zamri Khairani","doi":"10.1016/j.tate.2024.104856","DOIUrl":null,"url":null,"abstract":"<div><div>Teacher professional identity (TPI) is challenging to define precisely due to its multifaceted characterisation. This research aims to examine the extent to which social support, pedagogical beliefs, and TPI are interconnected by using the quantitative method. A TPI framework model based on current literature and empirical data was tested by structural equation modelling (SEM) using a sample of 4,999 Chinese preservice teachers. The findings indicate social support and pedagogical beliefs boost TPI. Culture also strengthens the association between pedagogical beliefs and TPI. We suggest longitudinal research to assess these connections and ascertain their validity for educational practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"154 ","pages":"Article 104856"},"PeriodicalIF":4.0000,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003895","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Teacher professional identity (TPI) is challenging to define precisely due to its multifaceted characterisation. This research aims to examine the extent to which social support, pedagogical beliefs, and TPI are interconnected by using the quantitative method. A TPI framework model based on current literature and empirical data was tested by structural equation modelling (SEM) using a sample of 4,999 Chinese preservice teachers. The findings indicate social support and pedagogical beliefs boost TPI. Culture also strengthens the association between pedagogical beliefs and TPI. We suggest longitudinal research to assess these connections and ascertain their validity for educational practices.
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.
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