Hanna, F.

English

Each teacher training program aims at providing primary student teachers with abilities that will make them high-quality professionals determined to teach for a longer period of time. Helping student teachers build professional identities is fundamental to accomplish these goals. Successfully handling tensions that student teachers experience has been linked to forming their teacher identity. Most work underlying the connection between tensions and teacher identity is theoretical rather than empirical. Consequently, little is known about how the two constructs actually are related over time. Moreover, suitable and/or valid instruments for investigating the link between teacher identity and tensions are missing. The overarching goal of this dissertation, therefore, was first to develop reliable and valid measurement scales for teacher identity and professional identity tensions; and then advance our understanding of the development of the relationship between teacher identity and professional identity tensions across time in the context of primary teacher education. In pursuing this goal, four studies were conducted that together form the present dissertation. Study 1 (Chapter II) provides an overview of components of teacher identity that are found in quantitative measurement instruments and reports on the psychometric quality of these measurement instruments. The second study (Chapter III) presents the development and validation of the Teacher Identity Measurement Scale (TIMS). The third study (Chapter IV) describes the development and validation of the Professional Identity Tensions Scale (PITS). Finally, study 4 (Chapter V) examined the development of the relationship between teacher identity and professional identity tensions among primary student teachers across time

International Migration, Integration and Social Cohesion online publications

UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl)UvA-DARE (Digital Academic Repository)Teacher identity and professional identity tensions among primary studentteachersA focus on theory, measurement, and longitudinal associationsHanna, F.Publication date2020Document VersionOther versionLicenseOtherLink to publicationCitation for published version (APA):Hanna, F. (2020). Teacher identity and professional identity tensions among primary studentteachers: A focus on theory, measurement, and longitudinal associations. [Thesis, externallyprepared, Universiteit van Amsterdam].General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s)and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an opencontent license (like Creative Commons).Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, pleaselet the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the materialinaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letterto: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. Youwill be contacted as soon as possible.Download date:10 Mar 2023   544226-L-bw-HannaProcessed on: 2-7-2020 PDF page: 1     TEACHER IDENTITY AND PROFESSIONAL IDENTITY TENSIONS  AMONG  PRIMARY STUDENT TEACHERS  _______________________________________________  A FOCUS ON THEORY, MEASUREMENT, AND LONGITUDINAL ASSOCIATIONS         Fadie Hanna     544226-L-bw-HannaProcessed on: 2-7-2020 PDF page: 2                  This research project was funded by Amsterdam University of Applied Sciences This dissertation was sponsored by Stichting Kohnstamm Fonds   Cover design and layout by D. J. Zee Productions Printed by: Ipskamp, Enschede  ISBN: 978-94-028-2081-2 NUR: 841  Copyright © 2020 Fadie Hanna All rights reserved. No part of this dissertation may be reproduced, stored, or transmitted in any way or by any means without the prior permission of the author, or when applicable, of the publishers of the scientific papers.   544226-L-bw-HannaProcessed on: 2-7-2020 PDF page: 3    TEACHER IDENTITY AND PROFESSIONAL IDENTITY TENSIONS  AMONG PRIMARY STUDENT TEACHERS: A FOCUS ON THEORY, MEASUREMENT, AND LONGITUDINAL ASSOCIATIONS _______________________________________________       ACADEMISCH PROEFSCHRIFT  Ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus  prof. dr. ir. K. I. J. Maex ten overstaan van een door het College voor Promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel  op dinsdag 15 september 2020, te 14:00 uur     door  FADI HANNA geboren te Kamechli   544226-L-bw-HannaProcessed on: 2-7-2020 PDF page: 4   PROMOTIECOMMISSIE:  Promotores:   Prof. dr. R. J. Oostdam Universiteit van Amsterdam    Prof. dr. S. E. Severiens Erasmus Universiteit Rotterdam  Co-promotor:  Dr. B. J. H. Zijlstra  Universiteit van Amsterdam  Overige leden: Prof. dr. T. T. D. Peetsma Universiteit van Amsterdam    Prof. dr. F. J. Oort  Universiteit van Amsterdam    Prof. dr. M. L. L. Volman Universiteit van Amsterdam    Prof. dr. P. C. Meijer  Radboud Universiteit    Prof. dr. D. Beijaard  Technische Universiteit Eindhoven   Faculteit der Maatschappij- en Gedragswetenschappen   544226-L-bw-HannaProcessed on: 2-7-2020 PDF page: 5CONTENTS _______________________________________________ CHAPTER I General introduction   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .     7 CHAPTER II Domains of teacher identity: A review of quantitative measurement instruments   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .  15  CHAPTER III Assessing the professional identity of primary student teachers:  Design and validation of the teacher identity measurement scale   .   .    43 CHAPTER IV Primary student teachers’ professional identity tensions:  The construction and psychometric quality of the professional identity tensions scale   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .    65  CHAPTER V The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study  among primary student teachers   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   . 95 CHAPTER VI General discussion   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   117Summary   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   . 133 Samenvatting (Summary in Dutch)   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .    137    References .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .   .  141    Dankwoord (Acknowledgments in Dutch)  .   .   .   .   .   .   .   .   .   .   .   .  163    

Teacher identity and professional identity tensions among primary student teachers:A focus on theory, measurement, and longitudinal associations

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Teacher identity and professional identity tensions among primary student teachers:A focus on theory, measurement, and longitudinal associations

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