TY - JOUR
T1 - A longitudinal inquiry of sources of teacher self-efficacy
T2 - from the professional experience into the first year of teaching
AU - Ma, Kang
AU - Cavanagh, Michael
PY - 2024/2/5
Y1 - 2024/2/5
N2 - 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.
AB - 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.
KW - early-career
KW - professional experience
KW - teacher education
KW - teacher self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85184444173&partnerID=8YFLogxK
U2 - 10.1080/02619768.2024.2311695
DO - 10.1080/02619768.2024.2311695
M3 - Article
AN - SCOPUS:85184444173
SN - 0261-9768
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
ER -