Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers

Fadie Hanna; Lucija Andre; Marjolein Zee

doi:10.1016/j.tate.2023.104382

Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers

Fadie Hanna^*, Lucija Andre, Marjolein Zee

^*Corresponding author for this work

Educational Sciences

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Abstract

This three-wave study examined associations between a motivational construct future time perspective (FTP) and teachers’ identity (TI) in a sample of Dutch student teachers (N = 368). Additionally, gender and educational level were included as factors affecting FTP and TI. Random intercept cross-lagged panel models indicated that FTP and TI were moderately and positively correlated at the between-person level. At the within-person level, positive cross-lagged effects from wave 2 FTP on wave 3 TI were uncovered. Male student teachers and those that are academically educated reported weaker FTP and TI relations compared to their counterparts. Implications for practice are discussed.

Original language	English
Article number	104382
Journal	Teaching and Teacher Education
Volume	136
DOIs	https://doi.org/10.1016/j.tate.2023.104382
Publication status	Published - Dec 2023

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Funding Information:
Author Note: This research received a grant from Stichting Kenniscentrum Ongelijkheid Amsterdam, the Netherlands

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© 2023

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Student teachers’ future time perspective and teacher identityFinal published version, 1.27 MBLicence: CC BY

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Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers

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