Sources of Social Cognitive Theory and Educational Knowledge for Student Teachers’ Self-efficacy
DOI:
https://doi.org/10.46328/ijonse.6419Keywords:
Teacher efficacy, Sources of self-efficacy, Educational knowledge, Teacher education, Structural equation modelsAbstract
The goal is to analyze not only the significance of the sources contained in the social cognitive theory, but also the importance of factors outside the theory in the construction of the teacher's self-efficacy. Less attention has been given to the assimilation of educational knowledge. The data was collected from student teachers participating in class teacher training programs in Finland (N = 192). The data was analyzed using the Jamovi program and structural equation modeling. According to the results, the key factors are specifically the student teacher's own experiences and the positive feelings that support them. Regarding the knowledge factors, only the intentional use of educational knowledge also builds the subjects' self-efficacy beliefs. The spontaneous use of educational knowledge and other knowledge-related components of training teachers did not emerge as strongly. The identified key factors are in a logical and comprehensible relationship with Finnish teacher training programs, which emphasizes the application of educational knowledge and the teacher's own experiences. In the future, when it comes to the scientific teaching practice included in teacher training courses - in addition to the planned use of educational knowledge - more attention should also be given to the spontaneous and situational use of educational knowledge.
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