Thực trạng bản sắc nghề nghiệp giáo viên của sinh viên năm thứ nhất ngành Giáo dục Tiểu học, Trường Đại học Sư phạm Thành phố Hồ Chí Minh
Tóm tắt
Teacher professional identity begins to develop during the early stages of teacher education and plays an important role in shaping preservice teachers’ professional development. This study examines manifestations of teacher professional identity and gender differences among first-year Primary Education students at Ho Chi Minh City University of Education. A cross-sectional survey was conducted with 297 students, comprising 52 men and 245 women, selected through convenience sampling. Data were collected using a questionnaire developed by selecting several items from the Teacher Identity Measurement Scale (TIMS) by Hanna et al. (2020) and adding items related to professional commitment and professional values. The data were analyzed using Cronbach’s alpha, exploratory factor analysis, descriptive statistics, and an Independent-samples T-test. After one item with an insufficient factor loading was removed, the questionnaire retained 24 items across five factors. The five-factor solution explained 79.985% of the total variance. Mean scores for the five factors ranged from 4.05 to 4.32. Perceptions of professional tasks had the highest mean, whereas professional self-efficacy had the lowest. No statistically significant differences were detected between male and female students across any of the five factors (p > .05). The findings suggest a need to strengthen teaching-related experiential and practicum activities to help preservice teachers develop confidence in their professional capabilities throughout teacher education.
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