Factors Influencing the Self-Efficacy of Teacher Training Students with Practical Experience
DOI:
https://doi.org/10.46328/ijonse.5234Keywords:
Prospective teachers, Instructional self-efficacy, Teacher training, Personalized feedbackAbstract
This study investigates the impact of practical experiences on self-efficacy among prospective teachers in Schleswig-Holstein, Germany. We used an online survey of 481 pre-service teachers to analyze the relationships between university training, practical school experiences, and beliefs about self-efficacy in classroom management and cognitive activation. Structural equation modelling revealed that discipline-related challenges negatively affected self-efficacy in classroom management, while the perceived relevance of subject didactics was positively associated with self-efficacy in both classroom management and the cognitive activation of students. Furthermore, personalized formative feedback from supervisors emerged as a significant positive factor for enhancing self-efficacy in classroom settings. The findings underscore the importance of integrating effective feedback mechanisms and strengthening the connection between theory and practice in teacher education programs. By highlighting these dimensions, our study provides actionable insights for refining teacher training curricula to better support the development of self-efficacy among future educators, ultimately fostering engagement and effectiveness in the educational environments of today and tomorrow.
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