Match!

Validity and reliability of questionnaire on perceived professional identity among teachers (QIPPE) scores

Published on Dec 1, 2018in Studies in Educational Evaluation1.684
· DOI :10.1016/j.stueduc.2018.09.003
Vanessa Lentillon-Kaestner4
Estimated H-index: 4
,
Emma Guillet-Descas8
Estimated H-index: 8
(UCBL: Claude Bernard University Lyon 1)
+ 1 AuthorsValérian Cece2
Estimated H-index: 2
(UCBL: Claude Bernard University Lyon 1)
Abstract
Abstract The purpose of this study was to develop and examine the psychometric properties of a Questionnaire on Perceived Professional Identity among Teachers (QIPPE), including three individual components (i.e., subject matter, didactical and pedagogical expertise) in the definition of teachers’ professional identity. This study involved three steps: the development of a preliminary version; a first study to establish the factorial validity of the QIPPE scores and its reliability; and a second study to test the convergent validity of the QIPPE. Through three samples and based on multiple criteria for assessing model adequacy, the results provided evidence for a 2-factor, 11-item solution of the QIPPE, including one factor related to pedagogical expertise and another related to subject matter – didactical expertise, labelled ‘subject matter expertise’. This questionnaire will be helpful for conducting longitudinal and quantitative research to estimate the reciprocal effects of perceived teachers’ professional identity (TPI) and other related factors.
  • References (69)
  • Citations (1)
📖 Papers frequently viewed together
2015
1 Author (Gregor Jurak)
68 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References69
Newest
#1Chin Pei Tan (Republic Polytechnic)H-Index: 1
#2H.T. Van der Molen (EUR: Erasmus University Rotterdam)H-Index: 8
Last. Henk G. Schmidt (EUR: Erasmus University Rotterdam)H-Index: 69
view all 3 authors...
The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of professions. The confirmatory factor analysis found the construct valid and stable across independent samples from the same student population. When the s...
8 CitationsSource
#1Maarit Arvaja (University of Jyväskylä)H-Index: 13
Abstract This study explores teacher identity work in the context of a one-year programme, Pedagogical Studies for Adult Educators. The data consist of weekly learning diaries written by Anna, a university teacher, during one academic year. The diaries are analysed by means of dialogically oriented narrative analysis leaning on Bakhtinian notions of voicing and ventriloquation. The results show how Anna positions her storytelling and narrated self in relation to relevant characters by voicing an...
17 CitationsSource
As multidimensional concept, primarly relational rather then substantial, professional identity can be investigated in nexus with sociodemographic and psychological variables. On a sample of N= 284 active teachers in Serbia and in Montenegro, the author examined the prominence of various aspects of teachers professional identity (teaching practice, school and profession, student development, personal development, role anticipation, and commitment to roles), as well as their interrelationship wit...
1 CitationsSource
#1Yan Zhang (BNU: Beijing Normal University)H-Index: 2
#2Skyler T. Hawk (CUHK: The Chinese University of Hong Kong)H-Index: 21
Last. Hongyu Zhao (BNU: Beijing Normal University)H-Index: 1
view all 4 authors...
Abstract Professional identity is a key issue spanning the entirety of teachers’ career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic le...
8 CitationsSource
Professionalisation in teaching has been the topic of extensive research in recent years, following in general two different approaches: the ‘competence-based approach’ and the ‘critical reflection approach’. With large-scale comparative studies such as PISA, TIMMS and PIRLS at the beginning of the 21st century, the former approach came to dominate the field and—especially in Germany—a specific model of professionalisation advanced to the status of a paradigm. However, this model does not seem u...
4 CitationsSource
#1Megan Madigan Peercy (UMD: University of Maryland, College Park)H-Index: 10
#2Melinda Martin-Beltrán (UMD: University of Maryland, College Park)H-Index: 10
Last. Shannon M. Daniel (Vandy: Vanderbilt University)H-Index: 7
view all 4 authors...
Previously, research about teacher expertise has adhered to relatively fixed notions of teacher expertise. However, in this study, we share data from teacher study group (TSG) meetings, which demonstrate a dynamic understanding of teacher expertise. In these meetings, teachers discursively positioned themselves, their colleagues, and the research team as both experts and learners as they engaged in a community of enquiry around questions of curriculum design and implementation. We argue that tea...
14 CitationsSource
#1Guillaume Martinent (UCBL: Claude Bernard University Lyon 1)H-Index: 14
#2Emma Guillet-Descas (UCBL: Claude Bernard University Lyon 1)H-Index: 8
Last. Sophie Moiret (UCBL: Claude Bernard University Lyon 1)H-Index: 2
view all 3 authors...
Abstract Objectives The goal of these studies was to provide evidence of the significance of a distinction between basic psychological need thwarting (BPNT) and satisfaction (BPNS) within a sport context. Studies 1a and 2 tested the score validity and reliability of the French PNTS (Psychological Need Thwarting Scale) for measuring BPNT for autonomy, competence, and relatedness. Study 1b examined the relationships between BPNT and selected variables (athlete burnout and sport motivation) by cont...
16 CitationsSource
Abstract The communication act represents the main characteristic of human beings wich allow them to exchange messages and to preserve the acquired cultural experience. Therefore, the communication can be meet in every field of activity. Didactic communication represents one of the most important components of didactic process and it could be analysed in at least two different ways. In one hand, didactic communication means to establish a positive relationship between teachers and pupils, based ...
1 CitationsSource
#1Emese Bukor (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
This article explores the influence of personal and professional experiences on the development of teacher identity. The holistic perspective in this article refers to the language teachers’ exploration of their personal and professional experiences with the use of both conscious/rational and intuitive/tacit thought processes. Three language teachers explored their beliefs, perceptions, and interpretations originating in their personal, educational, and professional experiences that also affecte...
27 CitationsSource
#1Marylène Gagné (UWA: University of Western Australia)H-Index: 33
#2Jacques Forest (UQAM: Université du Québec à Montréal)H-Index: 18
Last. Cathrine WestbyeH-Index: 2
view all 20 authors...
Self-determination theory proposes a multidimensional conceptualization of motivation comprising autonomous and controlled forms. Whereas autonomous motivation relates positively to individuals’ optimal functioning (e.g., well-being, performance), controlled motivation is less beneficial. To be able to use self-determination theory in the field of organizational behaviour, the Multidimensional Work Motivation Scale was developed and tested using data from 3435 workers in seven languages and nine...
196 CitationsSource
Cited By1
Newest
All professions include work and pay and some prior studies have pointed to the role that professional identity might play in the relationship between work conditions and job satisfaction. Based on data collected from rural teachers in mainland China, this study used two-level modelling to examine the moderating effects of teacher’s professional identity (TPI) on their job satisfaction. Our research findings confirm that longer work hours, larger class size, and lower perception of income status...
Source