From pre-service to beginning teacher: Understanding how teacher self-efficacy develops during educational reform

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-10 DOI:10.1016/j.tate.2025.105257

Danielle Gordon, Terri Bourke, Reece Mills, Christopher N. Blundell

引用次数: 0

Abstract

This study explores the development of teacher self-efficacy (TSE) during the transition from Initial Teacher Education (ITE) to beginning teaching, in a context impacted by curriculum and assessment reform. Using a longitudinal mixed methods design, data were collected from participants as they completed ITE and began teaching in secondary schools. Findings indicated that TSE significantly increased during the transition (F (2, 84) = 9.29, p < .001, η² = .18). Factors that affected TSE for teaching and assessing the reformed curriculum were investigated and recommendations to help increase and sustain TSE are provided.

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从职前到初任教师：了解教育改革中教师自我效能感的发展

本研究探讨在课程与评估改革的背景下，教师自我效能感在初教阶段向初教阶段的发展。使用纵向混合方法设计，从参与者完成ITE并开始在中学教学时收集数据。结果显示，TSE在过渡期显著升高（F (2,84) = 9.29, p < 001, η = 0.18）。本文调查了影响改革课程教学和评估的TSE因素，并提出了有助于增加和维持TSE的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.