Transitioning into the first year of teaching : changes and sources of teacher self-efficacy

Teacher self-efficacy is among the most important motivational constructs in teacher education research. Limited studies have examined changes during the transitioning period from preservice into the first years of formal school teaching. This mixed-method study reports on changes in teacher self-ef...

Full description

Saved in:
Bibliographic Details
Published in:Australian educational researcher 2022-11, Vol.49 (5), p.943-960
Main Authors: Ma, Kang, Chutiyami, Muhammad, Nicoll, Sandy
Format: Article
Language:English
Subjects:
Affect (Psychology)
Attitude Change
Beginning Teachers
Classrooms
Education
Educational Policy and Politics
Educational Psychology
Emotions
First year students
Interviews
Learning activities
Mentors
Multilevel models
Physiology
Preservice Teacher Education
Preservice teachers
Qualitative research
Quantitative research
Scale for Teacher Self-Efficacy (STSE)
Secondary education
Self Efficacy
Students
Teacher Attitudes
Teacher education
Teacher education programs
Teacher effectiveness
Teaching
Teaching and Teacher Education
Teaching Experience
Teaching Methods
Thematic approach
Vocational Adjustment
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Teacher self-efficacy is among the most important motivational constructs in teacher education research. Limited studies have examined changes during the transitioning period from preservice into the first years of formal school teaching. This mixed-method study reports on changes in teacher self-efficacy (TSE) and its sources from the completion of the final professional experience placement into the first year of school teaching. Seventy-one preservice teachers completed the three-dimensional Scale for Teacher Self-Efficacy twice (pre and post), of which seven were followed up for an in-depth interview after their first teaching term. Multilevel modelling and thematic synthesis were conducted to analyse the quantitative and qualitative data respectively. TSE for classroom teaching increased significantly whereas that for external classroom activities was of concern. Mastery experiences based on mentorship, students, the types of teaching contracts, and the school administration were the most influential source of TSE, followed by physiological and affective states. Verbal persuasion and vicarious experience were mentioned infrequently. Implications and suggestions for future study are discussed. [Author abstract]
ISSN:0311-6999
2210-5328
DOI:10.1007/s13384-021-00481-5