Abstract

Teacher identity plays a fundamental role in the exercise of the profession. The aim of this study is to show the psychometric properties of the Teacher Identity Measurement Scale for use in research in the Chilean context and to provide guidelines for the use of this instrument in the Spanish-speaking context. A sample of 242 Special Education Preservice Teachers from ten Chilean universities participated in the study. The translation and back-translation procedure was used, obtaining evidence of content validity through expert judgment and Aiken’s V concordance index. Through a confirmatory factor analysis, a good level of adjustment of the instrument was verified, while the internal consistency was verified through the McDonald’s Omega Coefficient (ω), evidencing good reliability indexes. The findings show that the translated and adapted version of the scale is valid and reliable to be used in university student teachers in Chile, and can contribute to the understanding of the development of the teachers identity during initial teachers training.