Validation of a questionnaire to determine the influence of personal and contextual factors on the teaching identity of pre-service science and technology teachers
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- Cristina García-Ruiz+−
- Jorge Luque-Jiménez+−
- Alicia Fernández-Oliveras+−
- Carolina Martín-Gámez+−
- Ángel Blanco-López+−
DOI:
https://doi.org/10.17979/arec.2025.9.1.11409Abstract
Contextual factors are often overlooked in research on teacher identity owing to the lack of appropriate analysis instruments. The aim of this study is to provide a reliable questionnaire to determine the influence of personal and contextual factors on the construction of teacher identity among future secondary school science and technology teachers. The questionnaire was validated by a panel of experts in science education based on quantitative and qualitative data, and relevance and reliability testing. The final questionnaire consists of 20 items grouped into four categories related to interests, attitudes, teaching-learning processes, and perception of science and technology. Implementation of the questionnaire will help to target teacher training to improve the professional self-perception and effectiveness of future teachers.
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