THE ROOTS OF PROSPECTIVE TEACHERS’ INSTRUCTIONAL EFFICACY IN CAMPUS EXPERIENCES AND FIELD EXPERIENCES

Eyvind Elstad, Knut-Andreas Christophersen and Are Turmo
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Eyvind Elstad: University of Oslo, Norway
Knut-Andreas Christophersen: University of Oslo, Norway
Are Turmo: University of Oslo, Norway

Advances in Education Sciences, 2021, vol. 3, issue 1, 44-63

Abstract: Sufficient self-efficacy is useful for prospective teachers to put themselves on the track of continued efforts to improve their teaching skills. This study explored the strength of statistical associations between 1438 Danish prospective teachers’ campus experiences as well as field experiences and their instructional self-efficacy beliefs. Survey data analysis was carried out using structural equation modelling. The results showed that discipline problems were negatively related to self-efficacy in classroom management, while the perceived relevance of subject didactics was positively related to both self-efficacy in classroom management and self-efficacy in pupil engagement. Supervisors’ personalised formative feedback was also positively related to instructional self-efficacy. The perceived relevance of the subject education theory was positively related to self-efficacy in pupil engagement but not classroom management. The implications of this study for practice and future research are addressed.

Keywords: prospective teachers; self-efficacy in classroom management; self-efficacy in pupil engagement; Denmark; supervision. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:ako:aesjou:v:3:y:2021:i:1:p:44-63

DOI: 10.5281/zenodo.5791928

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