The professional identity of student-teachers in the faculties of education, Al-Azhar University according to some demographic variables

Abd El-Razek, Mustafa Mahmoud Hassan; El-Jeady, Omar Mahmoud Ahmed Abd-Allah

doi:10.21608/jsrep.2022.268820

The professional identity of student-teachers in the faculties of education, Al-Azhar University according to some demographic variables

Document Type : Original Article

Authors

Educational Psychology and Educational Statistics, Faculty of Education for Boys , Al Azhar University.

10.21608/jsrep.2022.268820

Abstract

The aim of the research is to reveal the level of professional identity of student teachers in some faculties of education, Al-Azhar University, according to the variables: gender, group, specialization, and faculty. The research sample consisted of (736) male and female students of the third and fourth year in some faculties of education, Al-Azhar University (Cairo, Dakahlia and Assiut), with an average age of (21.59), and a standard deviation of (1.41). The research tool was represented in the professional identity scale for student teachers (prepared by the two researchers), and by relying on the hypothetical and real average, the results resulted in the student teachers having a high level of professional identity in some faculties of education, Al-Azhar University. Level (0.01) between the average scores of males and females in the total degree of professional identity in favor of females, and there are no statistically significant differences between the average scores of students of the third and fourth grades in professional identity, and there are no statistically significant differences between the mean scores of students of scientific and literary specialization in professional identity And there are statistically significant differences between the mean scores of students of the faculties of education at Al-Azhar University (Cairo boys, Cairo girls, Tafna boys, Assiut girls) in the total degree of professional identity in favor of the Faculty of Education for Girls in Cairo. The results were discussed and interpreted, with some suggestions and recommendations being presented.

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References

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