Preparing to be future early childhood teachers: undergraduate students’ perceptions of their identity

References

• Bassok, D., Markowitz, A. J., Bellows, L., & Sadowski, K. (2021). New evidence on teacher turnover in early childhood. Educational Evaluation and Policy Analysis, 43(1), 172–180.
   Web of Science ®Google Scholar
• Bautista, A., Bull, R., Ng, E. L., & Lee, K. (2021). “That’s just impossible in my kindergarten.” Advocating for ‘glocal’ early childhood curriculum frameworks. Policy Futures in Education, 19(2), 155–174.
   Web of Science ®Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.
   Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.
   Web of Science ®Google Scholar
• Berger, J. L., & Lê Van, K. (2018). Teacher professional identity as multidimensional: Mapping its components and examining their associations with general pedagogical beliefs. Educational Studies, 45(2), 163–181.
   Web of Science ®Google Scholar
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longmans, Green Co.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Chen, M. (2018). Effect of professional satisfaction on learning engagement in undergraduates majoring in preschool education: Mediating role of professional commitment. Psychology, 9(8), 2250–2260.
   Google Scholar
• Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062.
   Web of Science ®Google Scholar
• Chong, S., Low, E. L., & Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50–64.
   Google Scholar
• Creswell, J. W. (2014). A concise introduction to mixed methods research. New York: Sage.
   Google Scholar
• Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2020). Research Synthesis of Meta-Analyses of Preservice Teacher Preparation Practices in Higher Education. Higher Education Studies, 10(1), 29–47.
   Google Scholar
• Flores, M. A. (2020). Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145–158.
   Web of Science ®Google Scholar
• Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.
   Web of Science ®Google Scholar
• Hu, B., & Szente, J. (2009). Exploring the quality of early childhood education in China: Implications for early childhood teacher education. Journal of Early Childhood Teacher Education, 30(3), 247–262.
   Google Scholar
• Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81–91.
   Web of Science ®Google Scholar
• Kenny, A., Finneran, M., & Mitchell, E. (2015). Becoming an educator in and through the arts: Forming and informing emerging teachers’ professional identity. Teaching and Teacher Education, 49, 158–167.
   Web of Science ®Google Scholar
• Kim, J., Shin, Y., Tsukayama, E., & Park, D. (2020). Stress mindset predicts job turnover among preschool teachers. Journal of School Psychology, 78, 13–22.
   PubMed Web of Science ®Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.
   Web of Science ®Google Scholar
• Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Li, D. (1999). Modernization and teacher education in China. Teaching and Teacher Education, 15(2), 179–192.
   Web of Science ®Google Scholar
• Li, H. (2014). Compensation of Chinese early childhood teachers: A preliminary study in Hong Kong, Shenzhen, Singapore, and Taipei. International Journal of Child Care and Education Policy, 8(1), 1–14.
   Google Scholar
• Li, H., Yang, W., & Chen, J. J. (2016). From ‘Cinderella’to ‘Beloved princess’: The evolution of early childhood education policy in China. International Journal of Child Care and Education Policy, 10(1), 1–17.
   Google Scholar
• Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767–778.
   Web of Science ®Google Scholar
• Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: guided by information power. Qualitative Health Research, 26(13), 1753–1760.
   PubMed Web of Science ®Google Scholar
• Ministry of Education of the People’s Republic of China. (2018). Circular of the General Office of the State Council on Transmitting the Measures for the Implementation of Public-Funded Education for Normal Students in Normal Universities directly under the Ministry of Education and other Departments. http://www.moe.gov.cn/jyb_xxgk/moe_1777/moe_1778/201808/t20180810_345023.html
   Google Scholar
• Moloney, M. (2014). Professional identity in early childhood care and education: Perspectives of pre-school and infant teachers. Irish Educational Studies, 29(2), 167–187.
   Google Scholar
• Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s guide, v. 6.1. Los Angeles, CA.: Authors.
   Google Scholar
• Noble, K., & Macfarlane, K. (2005). Romance or reality?: Examining burnout in early childhood teachers. Australasian Journal of Early Childhood, 30(3), 53–58.
   Google Scholar
• Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A monte carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569.
   Web of Science ®Google Scholar
• OECD. (2018). Quality of childcare and early education service. https://www.oecd.org/els/soc/PF4-2-Quality-childcare-early-education-services.pdf
   Google Scholar
• Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86–99.
   Web of Science ®Google Scholar
• Peng, Y. (2008). A research on professional identity of normal college undergraduates majoring in primary education (In Chinese). Master’s dissertation, Northwest University.
   Google Scholar
• Peugh, J., & Fan, X. (2013). Modeling unobserved heterogeneity using latent profile analysis: A monte carlo simulation. Structural Equation Modeling: A Multidisciplinary Journal, 20(4), 616–639.
   Web of Science ®Google Scholar
• Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161.
   Web of Science ®Google Scholar
• Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: Between being born as teachers and becoming one. Educational Studies, 35(2), 1–38.
   Google Scholar
• Schwartz, G. (1978). Estimating the dimension of a model. The Annals of Statistics, 6, 461–464.
   Web of Science ®Google Scholar
• Sevimli-Celik, S. (2021). Moving between theory and practice: Preparing early childhood pre-service teachers for teaching physical education. Journal of Early Childhood Teacher Education, 42(3), 281–298.
   Web of Science ®Google Scholar
• Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning pre-service teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465.
   Web of Science ®Google Scholar
• Vermunt, J. K., & Magidson, J. (2002). Latent class cluster analysis. In J. A. Hagenaars & A. L. McCutcheon (Eds.), Applied latent class analysis (pp. 89–106). Cambridge: Cambridge University Press.
   Google Scholar
• Wang, D., & Gao, M. (2013). Educational equality or social mobility: The value conflict between pre-service teachers and the free teacher education programme in China. Teaching and Teacher Education, 32, 66–74.
   Web of Science ®Google Scholar
• Weiss, C. H. (1995). Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families. In J. P. Connell (Ed.), New approaches to evaluating community initiatives: Concepts, methods, contexts (pp. 65–92). Queenstown, Md.: Aspen Institute.
   Google Scholar
• Yang, W., Luo, L., & Hong, X. (2020). International ethical codes of early childhood research: Evolution and implications (in Chinese). Studies in Early Childhood Education, 8, 31–41.
   Google Scholar
• Yang, W., Luo, H., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching and Teacher Education, 114, 103716.
   Web of Science ®Google Scholar
• Zhang, Y., Hawk, S. T., Zhang, X., & Zhao, H. (2016). Chinese pre-service teachers’ professional identity links with education programme performance: The roles of task value belief and learning motivations. Educational Psychology, 7, 1–12.
   Google Scholar
• Zhang, L., Yu, S., & Liu, H. (2019). Understanding teachers’ motivation for and commitment to teaching: Profiles of Chinese early career, early childhood teachers. Teachers and Teaching, 25(7), 890-914.
   Web of Science ®Google Scholar
• Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed-methods study. Frontiers in Psychology, 8, 1264.
   PubMed Web of Science ®Google Scholar
• Zhu, J., & Zhang, J. (2008). Contemporary trends and developments in early childhood education in China. Early Years, 28(2), 173–182.
   Google Scholar