Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs

In this study, we investigated the professional identities of 490 pre-service teachers (PSTs) at University Hamburg, Germany. By distributing 100 percentage points, PSTs assessed relevance roles subject specialist (SS), didactician (DD), and pedagogue (PD) for themselves currently (actual identity) an ideal teacher in different school types (designated identity). A theory-based non-hierarchical cluster analysis distinguished seven profiles: three main role profiles, dual one balanced profile. The distribution PSTs’ actual across these profiles showed expectedly large interindividual diversity. most frequent identity were those which DD PD particularly relevant (dual PD/DD profile profile). supported hypothesis that is related to type education program being followed: upper secondary more strongly characterized by emphasized SS (main SS/DD profiles) than other PSTs, special profile, PD/DD, PD/SS PSTs. designated identities, on hand, greater consensus among best contrast, two irrelevant as identities. comparison with their a third had same diversity factors training influence them should be closely.