Evaluating student teachers’ professionalism: content validation of a selfassessment tool

The development of student teachers’ (STs) professional identity involves a process of self transformation encompassing ethical-social and technical-professional dimensions. Teacher initial education programmes therefore aim to foster metacognition processes that promote the integration of training experiences, personal development and self-awareness as a professional. Within this perspective, this paper outlines the second phase of content validation for a self-assessment survey designed for STs. The tool was developed to support structured reflection on the various dimensions of teaching professionalism, as an initial step toward the development of professional identity and consciousness of their professional role.