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Preservice teacher professional identity: Influence of the teacher educator and the teacher education model




professional identity, teacher educator, teacher education model, academic progression


The objective of this study is to estimate the association between the following variables: teacher professional identity, the teacher education model adopted, the type of teacher educator, and academic progression of teacher education students. A purposive and convenience sampling process was used to recruit 662 preservice teachers attending teacher education programs at three Chilean universities. A sociodemographic survey and teacher professional identity scale were administered to these preservice students. Data were analysed using Spearman correlation, the Kruskal-Wallis test, and multiple linear regression. Results how different types of teacher educator profiles and teacher education models positively correlate with professional identity; furthermore, levels of professional identity were found to differ in connection with students’ level (year) within their teacher education program. It was also found that the profile of teacher trainers, who are also schoolteachers, and the critical-intellectual educational model are predictors of teacher professional identity. In the discussion, these results are analysed based on the literature.


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Author Biographies

David Cuadra-Martínez, Atacama University

Dr. © David Cuadra-Martínez works in the Psychology Department of Atacama University as head researcher Fondecyt Regular 1201084 project, about teacher professional identity. His research focuses on professional identity, prosocial behavior and school climate. David Cuadra also is researcher at GEPEM, Brasil.

Pablo Castro-Carrasco, University of La Serena

Dr. Pablo Castro-Carrasco is a full professor in the Department of Psychology at the University of La Serena. His main current research topic is focused on collective subjective theories in the public discourse on coexistence and school violence.

Cristián Oyanadel-Véliz, Universidad de Concepción

Cristián Oyanadel-Véliz is an associate professor at the Universidad de Concepción, Chile. Cristián is a psychologist, family therapist and mindfulness teacher, with a master´s degree in health psychology and Doctor Europeus at the University of Granada, Spain. His fields of research are time perspective, time perception, adolescence and contemplative practices in health and educational contexts.

Ingrid González-Palta, Alberto Hurtado University

Ingrid González-Palta is a PhD candidate at Alberto Hurtado University in psychology. Her research focuses on the role of argumentative practice in disciplinary knowledge construction in higher education.

Predrag Živković, University of Kragujevac

Predrag Živković is an associate professor in research methods and academic writing at the Faculty of Education University of Kragujevac (Serbia). His research focuses on teachers’ professional identity, teachers’ professional knowledge, second-career and part-time teachers’ classroom practice, and development of instruments for teachers’ personal and professional identity and practice. Predrag Živković is a former school counselor and earned his PhD in pedagogy at Faculty of Philosophy.

José Sandoval-Díaz, Nuble Studies Center (Universidad del Bio Bio)

José Sandoval-Díaz has a PhD in psychology from the University of Chile. His lines of research are linked to the study of the psychosocial dimensions of environmental risks and their relationship with environmental education. Currently, he is developing several investigations on the strengthening of coping capacities and community resilience of older adults in the face of climate change, through the service learning methodology.

Daniel Pérez-Zapata, University of Birmingham

Daniel Perez-Zapata obtained his PhD in experimental psychology from the University of Birmingham (UoB) in the UK, under the supervision of Prof. Ian Apperly. He is currently a research fellow at the School of Psychology in UoB, where he is involved in a multidisciplinary project funded by the Leverhulme Trust. The project aims to investigate the cognitive processes underlying people's ability to solve pure coordination games.




How to Cite

Cuadra-Martínez, D., Castro-Carrasco, P., Oyanadel-Véliz, C., González-Palta, I., Živković, P., Sandoval-Díaz, J., & Pérez-Zapata, D. (2023). Preservice teacher professional identity: Influence of the teacher educator and the teacher education model. Education Policy Analysis Archives, 31.



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