A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching

Kang Ma*, Michael Cavanagh

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed.

Original languageEnglish
JournalEuropean Journal of Teacher Education
DOIs
Publication statusE-pub ahead of print - 5 Feb 2024

Keywords

  • early-career
  • professional experience
  • teacher education
  • teacher self-efficacy

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