A quantitative-analytical triangulation model to study the professional agency of student teachers
DOI:
https://doi.org/10.1590/S1678-4634202450275634Keywords:
Professional agency, Student teacher, Structural equation modeling, Network analysis, Analytical triangulationAbstract
This article discusses a model of quantitative data analysis triangulation to investigate the professional agency of student teachers (PAST), already in use in Finland and applied in Brazil. PAST can be understood as the engagement of students in their own continuous learning process, through individual mechanisms and social interactions with others and with environmental resources. The literature shows that PAST develops according to the construction of student teachers’ professional identity, the curricular coherence of the teacher education program, and its learning environment. This study used the results obtained with the help of a questionnaire applied to 362 students of a teacher education program at a Finnish university. Two quantitative data analyses were applied: Structural Equation Modeling (SEM), representing the reflective model of traditional psychometrics, combined with network analysis belonging to the formative model of psychometrics. The results showed that, while the reflective model offers more robust measures of validation and confidence in the results, the formative model broadens the way of understanding the complex relationships between the dimensions of student teacher professional agency, as well as individual constructs and environmental factors that influence it during basic teacher training. This quantitative-analytical triangulation allowed a more comprehensive understanding of the interactive processes involving the investigated factors. It can be used by educators and curriculum designers to develop basic teacher training that better prepares student teachers to engage in their continuous professional development throughout their careers.
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