Why Do I Feel More Confident? Bandura's Sources Predict Preservice Teachers' Latent Changes in Teacher Self-Efficacy

Abstract

Teacher self-efficacy (TSE) is associated with a multitude of positive outcomes for teachers and students. However, the development of TSE is an under-researched area. Bandura (1997) proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study introduces a first instrument to assess the four sources for TSE in line with Bandura's conception. Gathering evidence of convergent validity, the contribution that each source made to the development of TSE during a practicum at a school was explored for two samples of German preservice teachers. The first sample (N = 359) were beginning preservice teachers who completed an observation practicum. The second sample (N = 395) were advanced preservice teachers who completed a teaching practicum. The source measure showed good reliability, construct validity, and convergent validity. Latent true change modeling was applied to explore how the sources predicted changes in TSE. Three different models were compared. As expected, results showed that TSE changes in both groups were significantly predicted by mastery experiences, with a stronger relationship in the advanced group. Further, the results indicated that mastery experiences were largely informed by the other three sources to varying degrees depending on the type of practicum. Implications for the practice of teacher education are discussed in light of the results.

Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas (EMICOG – PROFESORES)

“…Autoeficacia AE 15 (Almerich, Orellana y Díaz-García, 2015;García-Martín y García-Sánchez, 2017;Gargallo-López et al, 2011;Gonzales, 2013;Gonzales, 2018 ;Hatlevik y Hatlevik, 2018;Lai, Hsiao y Hsieh, 2018;Perandones, Herrera, y Lledó, 2013;Pfitzner-Eden, 2016;Tesouro et al, 2014;Zhao, y Zhang, 2017)…”

“I Didn’t Even Think Of This”: Examining The Influence Of Student Disability Accommodation Training On Basic Course Instructor Attitudes And Self-Efficacy

“…Vicarious experiences tend to be most influential on self-efficacy development when learners have little experience in performing a task (Pfitzner-Eden, 2016b). Social persuasion is generally most effective when those offering suggestions about actions are seen as experts (Margolis & McCabe, 2006;Pfitzner-Eden, 2016b).…”

“…Finally, physiological states, or emotional arousal, can influence self-efficacy beliefs. Typically, individuals are more likely to experience successful performances when they are not tense or agitated (Bandura, 1977;Pfitzner-Eden, 2016b). However, physiological arousal can also have an energizing function, such as in potentially stressful situations that can be controlled (Bandura, 1977).…”

“…Participants then had the opportunity to ask questions of the experts, relate the information to their own lives and knowledge, and gather information to address potential concerns in their own classrooms. Incorporating subject matter experts, and not presenting all the content myself, was a strategic design choice (Beebe et al, 2012) since individuals are more likely to be persuaded by people they perceive as specialists (Margolis & McCabe, 2006;Pfitzner-Eden, 2016b). I then conducted a group discussion to engage participants in how the training session related to information they had learned the week prior about teaching the basic course.…”

“…Like program directors, trainers should develop partnerships with key experts. Individuals are more accepting of information if they perceive it is coming from a specialist (Margolis & McCabe, 2006;Pfitzner-Eden, 2016b), so trainers should seek out experts who can speak to the topic of student accommodation. This may include representatives from a disability services office, a medical professional, or perhaps even a student who has received accommodations from the university.…”