Interdisciplinary Teaching Readiness Scale for Pre-Service Teachers in China
Author Information
Author(s): Wang Xin, Yuan Lei, Li Shuang, Yu Haoyuan, Tuo Pan, Du Yongxiang, Zhang Baohui
Primary Institution: Shaanxi Normal University
Hypothesis
Is it possible to construct and validate the ITRS model by applying EFA and CFA?
Conclusion
The ITRS developed shows great potential for promoting the professional development of pre-service teachers and evaluating the effectiveness of teacher education programs.
Supporting Evidence
- The ITRS has a three-factor structure explaining 77.282% of the total variance.
- CFA demonstrated a good model fit with various fit indices meeting acceptable standards.
- Reliability testing revealed a high overall Cronbach’s α coefficient of 0.972 for the ITRS.
Takeaway
This study created a tool to help future teachers in China feel ready to teach across different subjects, making them better at their jobs.
Methodology
The study involved item analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) using data from two samples of pre-service teachers.
Potential Biases
Self-reporting may lead to biases as participants might respond in a way to create a favorable impression.
Limitations
The ITRS only used Likert scale items and relied on self-reported data, which may introduce bias.
Participant Demographics
Sample A consisted of 234 pre-service teachers from Shaanxi Normal University, while Sample B included 543 pre-service teachers from various regions in China.
Statistical Information
P-Value
0.000
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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