What I expect and fear next year: Measuring new teachers' possible selves

Douglas Hamman, Eugene Wang, Hansel Burley

Research output: Contribution to journalArticlepeer-review

Abstract

Possible selves theory describes the relation between self-concept and regulation of future-oriented behaviors. This theory helps conceptualize issues related to teacher development, including preparation and retention, but few researchers have done so. The validation of a Likert-type instrument intended to measure “new teacher possible selves” is described. Student teachers in the United States (n = 335) completed the new measure in their final practicum semester. Results from two CFAs indicate that data fit the models of new teacher expected (χ2 = 47.10, p = .007, CFI = .97, RMSEA = .04) and feared (χ2 = 71.60, p < .001, CFI = .95, RMSEA = .07) possible selves. Limitations and future research directions are discussed.
Original languageEnglish
Pages (from-to)222-234
JournalJournal of Education for Teaching
StatePublished - Feb 25 2013

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