Analysis

The Recording of Professional Self-Perceptions of Prospective Teachers is used to evaluate the self-perceptions and attitudes of prospective teachers regarding their professional role. Professional self-perceptions refer to the image that prospective teachers have of their abilities, values, relationships with students and colleagues, and their prospects in the field of education.

Purpose

The purpose of the recording is to provide a detailed picture of the professional self-perceptions of prospective teachers, helping educational institutions and training programs to better understand the needs and prospects of future educators.

Scoring

Prospective teachers are asked to respond to a series of statements using a Likert scale, ranging from “1 = Strongly disagree” to “5 = Strongly agree.” The total score is calculated as the mean of the responses for each dimension, with higher values indicating a more positive self-perception in the corresponding domains.

References

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60.
Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56.