Understanding preservice physical education teachers’ teacher identity

Date

2019-06-21

Authors

Liu, Jingwen

Journal Title

Journal ISSN

Volume Title

Publisher

Abstract

Quality physical education programs are essential in preventing childhood obesity, and its implementation depends on the quality of preservice physical education teachers (PPETs) who may develop a strong teacher identity in physical education. However, existing research in PPET-TI is very sparse. This study aimed to examine the essential elements of PPET-TI and the psychometric properties of the scale measuring PPET-TI. Two studies were conducted using a mixed-methods research design. In study 1, semi-structured interviews were conducted with 19 PPETs. Three essential themes were identified: self-definition of roles and projected professional positions, teaching goals, and professional responsibilities for self-growth and changing the physical education profession. In study 2, survey items were developed based on results from study 1 and a literature review, which were evaluated by 10 experts to establish content validity. A survey of 26 items was distributed to 552 PPETs’ to examine validity and reliability. Confirmatory factor analysis and model specification revealed an adequate model fit to the data for a 17-item PPET-TI Scale consisting of three domains: self-definition, teaching goals, and professional responsibilities. Convergent validity, criterion validity, and discriminant validity of the scale scores were also adequate. The scores of the PPET-TI Scale showed an acceptable internal consistency (Cronbach’s alpha = .91 for the entire scale). It is recommended to use the PPET-TI Scale for PPET recruitment, PETE program effectiveness evaluation, and PETE curriculum improvement. Future studies may use the PPET-TI Scale to identify influencing factors of identity development.

Description

LCSH Subject Headings

Citation