Professional Identity, Teacher Trainer and Academic Progression in Traditional and Non-Traditional Pedagogy Students
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| Nhiều tác giả: | , , , , , |
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| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2024 |
| Miêu tả: | 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. |
| Quốc gia: | Portal de Revistas UCR |
| Tổ chức giáo dục: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/54423 |
| Truy cập trực tuyến: | https://revistas.ucr.ac.cr/index.php/actualidades/article/view/54423 |
| Từ khóa: | professional identity initial training teacher in education non-traditional student teacher identidad profesional formación inicial formación docente estudiante no tradicional profesorado identidade profissional treino inicial formador de professores estudante não tradicional professor |