Pre-service Teachers’ Course Experience and Teaching Commitment relationships: A Latent Profile Analysis

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Abstract

Guided by social learning theory of career decision making, this study aim to investigate the course experiences and teaching commitment of 26,110 Chinese student teachers. Data were analyzed through latent profile analysis，BCH and multinomial logistic regression analysis. Three distinct course experience profiles were identified: Comprehensively Positive, Mixed, and Moderate experiences. The Comprehensively Positive group had the highest teaching commitment, followed by the Mixed group, and then the Moderate group. Self-efficacy and professional orientation significantly predicted teaching commitment across all profiles. The findings highlight the diversity in course experiences and emphasize the importance of curriculum design in fostering teaching commitment, offering insights for improving teacher education programs and addressing diverse student needs.

Authors

• peili yuan, 北京师范大学

• Weiran Wu, Southwest University

• nairui yan, South ChinaNormal University

• 昱泽 陈, Tsinghua University

• Huan Song, Beijing Normal University