Cultivation Meeting Disposition: The Impacts of ITE (Initial Teacher Education) on Professional Identity of Preservice Teachers With Different Personality Profiles

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Diverse Pathways in Teacher Preparation: Personality Traits, Planning Competence, and Innovative Professional Learning Communities (Table 8)

Abstract

This study utilized latent profile analysis to characterize personality types of 11,167 Chinese pre-service teachers and explored how personality traits moderated effects of learning experiences and social support in the ITE program on pre-service teachers’ professional identity, including self-efficacy, teaching commitment, and professional orientations. Five profiles were identified: ordinary, overcontrolled, moderate overcontrolled, resilient, and moderate resilient. Results showed course learning experiences did not significantly affect professional orientation for ordinary candidates, and even influence the overcontrolled negatively, but were crucial for resilient ones. Peer support impacted positively on professional identity especially for resilient pre-service teachers, while faculty competency significantly influenced all personality types, particularly for overcontrolled ones. Findings inspired teacher preparation to recognize diverse student traits and support various development tracks.

Authors

• Guoyu Song, Beijing Normal University

• Weiran Wu, Beijing Normal University

• Huan Song, Beijing Normal University