• Jan Retelsdorf
  • Johannes Bauer
  • S. Kristina Gebauer
  • Tabea Kauper
  • Jens Möller
Translated title of the contributionMeasuring prospective teachers’ professional self-concept
This research aimed to develop a questionnaire measuring professional self-concept for teaching. Drawing on a sample of N = 484 teacher students, in Study 1 we identified six dimensions of self-concept applying exploratory factor analyses: self-concept for subject, innovation, media use, diagnostics, education, and consulting. In Study 2, this factor structure was replicated applying confirmatory factor analyses drawing on a sample of N = 5 802 teacher students. In both studies, internal consistencies of all dimensions were sufficient (α ≥ .71). Moreover, measurement invariance for gender, education program (teachers for academic vs. non-academic track schools), study phase, and across time was supported. Mean comparisons between gender and education programs as well as correlations with the motivation for choosing teacher education and grades also supported the validity of our self-concept scales. Altogether, our questionnaire seems to be a promising measure for multidimensional professional self-concepts for teaching.
Original languageGerman
JournalDiagnostica
Volume60
Issue2
Pages (from-to)98-110
Number of pages13
ISSN0012-1924
DOIs
StatePublished - 2014

    Research areas

  • Research in teaching and learning - professional self-concept, teaching, questionnaire

ID: 32729