Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry
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| Title: | Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry |
|---|---|
| Language: | English |
| Authors: | Kang Ma (ORCID |
| Source: | Asia Pacific Journal of Education. 2025 45(2):463-478. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Preservice Teacher Education, Self Efficacy, Student Teacher Evaluation, Student Teaching, Student Teacher Attitudes, Field Experience Programs, Skill Development |
| Geographic Terms: | Australia |
| DOI: | 10.1080/02188791.2022.2136140 |
| ISSN: | 0218-8791 1742-6855 |
| Abstract: | Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placements across the final two pre-service years. The data were analysed thematically and are reported according to Bandura's four sources of self-efficacy. Mastery experience was the predominant source across the study, followed by emotional states. Vicarious experience and social persuasion were less reported. Both variations in how each source influenced TSE and interactions between different sources across the study were apparent. Implications and limitations are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464430 |
| Database: | ERIC |
| Abstract: | Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placements across the final two pre-service years. The data were analysed thematically and are reported according to Bandura's four sources of self-efficacy. Mastery experience was the predominant source across the study, followed by emotional states. Vicarious experience and social persuasion were less reported. Both variations in how each source influenced TSE and interactions between different sources across the study were apparent. Implications and limitations are discussed. |
|---|---|
| ISSN: | 0218-8791 1742-6855 |
| DOI: | 10.1080/02188791.2022.2136140 |
