Teacher identity in teacher education: validation of interview script
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Abstract
This article presents evidence on the process of elaboration and validation of a semi-structured interview script, which aims to identify the personal, socio-cultural and formative components in the meanings of the teaching identity of future secondary school teachers that emerge from the experiences of professional practice. For the validation process, the instrument was submitted for evaluation by expert judgment, considering the criteria of clarity, coherence and relevance to evaluate all the questions, and the criterion of sufficiency for each category, i.e., set of questions. Seven researchers participated in this instance. The review of each of the validations included a quantitative analysis of the judges' ratings, through content validity analysis, and a qualitative analysis of the experts' comments, through content analysis. The result was an instrument composed of 15 questions, divided into two categories and six subcategories. It is concluded that the resulting interview can be used in a similar context, that is, with practicing teachers, future teachers of basic education or kindergarten and special education who wish to inquire into the construction of teacher identity, and that the process of validation by expert judgment gives greater credibility to the data obtained in accordance with the nature of the object of study and adjusted to the context, while at the same time, it encourages critical reflection processes in the researchers.
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