Professional Identity, Teacher Trainer and Academic Progression in Traditional and Non-Traditional Pedagogy Students; Identidad profesional, persona formadora de docentes y progresión académica en estudiantes de Pedagogía tradicionales y no tradicionales

Abstract

Objective. To compare the levels of professional identity among Chilean traditional and non-traditional pedagogy students, considering the type of teacher itrainer, academic progression, and the predictive capacity of these two variables on the professional identity. Method. A cross-sectional design with a non-random sample of 702 Chilean pedagogy students was used. Measures included professional teacher identity, identification with the teacher trainer, and the academic level of the students. Results. Non-parametric tests revealed differences in professional identity levels, identification with the teacher trainer, and the predictive model of professional identity between traditional and non-traditional students. These findings are discussed considering the existing literature. © 2024 Universidad de Costa Rica. All rights reserved.

Keywords

Author Keywords

Professional identity initial training Teacher non-traditional student teacher in education

Index Keywords

Author Affiliations

Department of Psychology, Universidad de Atacama, Copiapo, AT, Chile

Centro de Investigación en Teorías Subjetivas, Universidad de La Serena, La Serena, CO, Chile

Universidad de Concepcion, Concepcion, BI, Chile

Department of Psychology, Universidad de La Serena, La Serena, CO, Chile

Centro de Estudios Ñuble, Universidad del Bio Bio, Concepcion, BI, Chile

School of Psychology, University of Birmingham, Birmingham, West Midlands, United Kingdom

Funding & Acknowledgements

No funding information

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Professional Identity, Teacher Trainer and Academic Progression in Traditional and Non-Traditional Pedagogy Students; Identidad profesional, persona formadora de docentes y progresión académica en estudiantes de Pedagogía tradicionales y no tradicionales

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