Exploration of Preservice Teachers’ Professional Identity Development and Its Relation to Their Resilience and Teaching Ability Beliefs

• In Event: Poster Session 8
  In Poster Session: Goals, Beliefs, Attitudes, and Metacognitive States

Abstract

Pre-service teachers’ professional identity development in relation to their developmental sequences, teaching ability beliefs, and resilience were examined with a mixed-methods design. There were 412 surveys obtained that measured pre-service teachers’ occupational identity status, teaching ability beliefs, and resilience. There were also 42 interviews to provide more in-depth understanding on those constructs. MANOVA analyses indicated significant differences for resilience and teaching ability beliefs based on identity statuses. Multiple regression analyses showed innate and learned beliefs positively predicted resilience, while diffusion identity status was a negative predictor. Also, level in teacher education was a positive predictor of resilience. Qualitative findings provided more insight into the relationships among pre-service teachers’ career identity discovery processes, various teaching ability beliefs, and resilience strategies.

Authors

• Ji Yeon Hong, University of Oklahoma

• Barbara A. Greene, University of Oklahoma

• Robin R. Roberson, University of Oklahoma