Professional Identity, Teacher Trainer and Academic Progression in Traditional and Non-Traditional Pedagogy Students
Bewaard in:
| Auteurs: | , , , , , |
|---|---|
| Formaat: | artículo original |
| Status: | Versión publicada |
| Publicatiedatum: | 2024 |
| Omschrijving: | 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. |
| Land: | Portal de Revistas UCR |
| Instelling: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Taal: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/248 |
| Online toegang: | https://revistas.ucr.ac.cr/index.php/ap/article/view/248 |
| Keyword: | Professional identity initial training teacher in education non-traditional student teacher Identidad profesional formación inicial formación docente estudiante no tradicional profesorado |