TY - JOUR
T1 - How pre-service teacher self-efficacy changes during the professional experience placement
T2 - a growth mixture model
AU - Ma, Kang
AU - Dong, Jingjing
AU - McMaugh, Anne
AU - Cui, Youxing
PY - 2024/9/6
Y1 - 2024/9/6
N2 - Longitudinal studies are essential to examine teacher self-efficacy (TSE) changes during the formative stages of pre-service teacher development. However, limited longitudinal studies have been conducted on this population. Among the existing studies, no study has been found to have applied an individual-centred modelling approach to examine TSE changes; similarly, few studies have examined longitudinal change in domains other than classroom teaching, nor in the Chinese context. The present study surveyed 205 pre-service teachers at three time points, namely at the beginning, middle and end of the professional experience placement. This study used a two-domain TSE scale assessing classroom teaching and school-level activities. The data were analysed using growth mixture modelling in Mplus. Three types of trajectories were fit for TSE for classroom teaching and five types were fit for school-level activities. For classroom teaching, trajectories reflect a high-TSE increasing class, low-TSE decreasing class, and medium-TSE non-increasing class. For school-level activities, trajectories reflect high-TSE increasing, medium-TSE non-increasing class, low-TSE greater increasing class, high-TSE decreasing class, and low-TSE non-increasing class. The classification of TSE trajectories differed according to gender and degree program. Implications, limitations, and suggestions for future research are discussed.
AB - Longitudinal studies are essential to examine teacher self-efficacy (TSE) changes during the formative stages of pre-service teacher development. However, limited longitudinal studies have been conducted on this population. Among the existing studies, no study has been found to have applied an individual-centred modelling approach to examine TSE changes; similarly, few studies have examined longitudinal change in domains other than classroom teaching, nor in the Chinese context. The present study surveyed 205 pre-service teachers at three time points, namely at the beginning, middle and end of the professional experience placement. This study used a two-domain TSE scale assessing classroom teaching and school-level activities. The data were analysed using growth mixture modelling in Mplus. Three types of trajectories were fit for TSE for classroom teaching and five types were fit for school-level activities. For classroom teaching, trajectories reflect a high-TSE increasing class, low-TSE decreasing class, and medium-TSE non-increasing class. For school-level activities, trajectories reflect high-TSE increasing, medium-TSE non-increasing class, low-TSE greater increasing class, high-TSE decreasing class, and low-TSE non-increasing class. The classification of TSE trajectories differed according to gender and degree program. Implications, limitations, and suggestions for future research are discussed.
KW - growth mixture modelling
KW - longitudinal studies
KW - pre-service teacher education
KW - professional experience placement
KW - teacher self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85203275499&partnerID=8YFLogxK
U2 - 10.1007/s13384-024-00766-5
DO - 10.1007/s13384-024-00766-5
M3 - Article
SN - 0311-6999
JO - The Australian Educational Researcher
JF - The Australian Educational Researcher
ER -