How Sources of Teacher Self-Efficacy Change and Function: A Longitudinal Investigation throughout a Practicum Experience
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| Title: | How Sources of Teacher Self-Efficacy Change and Function: A Longitudinal Investigation throughout a Practicum Experience |
|---|---|
| Language: | English |
| Authors: | Kang Ma (ORCID |
| Source: | Australian Educational Researcher. 2025 52(5):3695-3730. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Practicums, Self Efficacy, Longitudinal Studies, Foreign Countries, Mastery Learning, Learning Processes, Learning Experience, Psychological Patterns, Predictor Variables |
| Geographic Terms: | China |
| DOI: | 10.1007/s13384-025-00873-x |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | Pre-service teachers (PSTs) experience the greatest vulnerability in their teacher self-efficacy (TSE) during their practicum experience, hence understanding how various TSE sources contribute to TSE changes across this period is essential. However, little is known about changes in these sources as perceived by PSTs and variations in their predictabilities in TSE across time, especially in a Chinese context. This longitudinal study tracked a sample of 250 PSTs to investigate their perceptions of their TSE and its sources across a four-month practicum experience. Data were analysed using the latent growth model in Mplus. Results show that mastery experience and social persuasion significantly increased across time points and predicted TSE in the middle and end of the practicum. Vicarious experience and emotional states failed to increase over time and only significantly predicted TSE at the beginning of the practicum. Theoretical and practical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490417 |
| Database: | ERIC |
| Abstract: | Pre-service teachers (PSTs) experience the greatest vulnerability in their teacher self-efficacy (TSE) during their practicum experience, hence understanding how various TSE sources contribute to TSE changes across this period is essential. However, little is known about changes in these sources as perceived by PSTs and variations in their predictabilities in TSE across time, especially in a Chinese context. This longitudinal study tracked a sample of 250 PSTs to investigate their perceptions of their TSE and its sources across a four-month practicum experience. Data were analysed using the latent growth model in Mplus. Results show that mastery experience and social persuasion significantly increased across time points and predicted TSE in the middle and end of the practicum. Vicarious experience and emotional states failed to increase over time and only significantly predicted TSE at the beginning of the practicum. Theoretical and practical implications are discussed. |
|---|---|
| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-025-00873-x |
