This study aims to develop and validate an instrument to analyse future Secondary Education teachers' perceptions regarding the development of Teachers' Professional Identity (TPI). The data were collected from a sample of 733 participants who were students enrolled in the Master's Degree for Secondary Education teachers. The psychometric properties of the instrument were obtained by analysing content, and comprehension validity, construct validity and reliability. A first subsample was used for an Exploratory Factor Analysis, and a second one to verify the identified factor structure via Confirmatory Factor Analysis. The instrument is made up of 31 items in four scales namely the understanding of TPI, the development of TPI at various educational levels, the development of TPI in comparison with that of other professionals and the influencing factors. The results show that it has high levels of validity and reliability. Therefore, it provides TPI research field with an instrument to assess it during the initial teacher training period in consecutive training models where it seems to occur more identity crisis.

中文翻译：

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教师的专业身份：职前教师评估工具的验证


本研究旨在开发和验证一种工具来分析未来中等教育教师对教师职业认同（TPI）发展的看法。该数据是从 733 名参加中等教育教师硕士学位的学生样本中收集的。通过分析内容、理解效度、结构效度和信度，获得了该工具的心理测量特性。第一个子样本用于探索性因子分析，第二个子样本用于通过验证性因子分析验证已识别的因子结构。该工具由四个量表31个项目组成，分别是对TPI的理解、不同教育层次TPI的发展情况、TPI与其他专业人员相比的发展情况及其影响因素。结果表明，该方法具有较高的效度和信度。因此，它为TPI研究领域提供了一种工具，可以在连续培训模型的初始教师培训期间评估其似乎发生更多的身份危机。