One of the key tasks of teacher education (for primary and secondary education) is to support student teachers to develop competencies that enable teachers to continue professional learning, also after graduation. Two decades ago, the Inventory Learning to Teach Process (ILTP) was developed to get insight in student teachers' process of learning to teach. This self-report questionnaire measures with ten scales student teachers' learning and regulation activities, emotion regulation and conceptions of learning to teach. In this paper, we examine the construct validity of the Inventory Learning to Teach Process using state of the art techniques and develop a parsimonious version of the instrument. The dataset included 1,094 student teachers. Exploratory and confirmatory factor analyses were used to test the factorial structure of the instrument. A shorter 29-item version of the instrument was developed and resulted in good fit and scale reliabilities. The learning conception scales could not be retained in any form. This more parsimonious revised version of the ILTP (ILTP-R) can be used in future research to study the development of student teachers' way of learning over time. In addition, the ILTP-R gives practitioners the possibility to substantiate their feedback concerning how their student teachers approach their learning with validated and reliable measurements. © 2020 Vereniging voor Onderwijsresearch (VOR). All rights reserved.
Author Keywords
Index Keywords
