
How a trainee mathematics teacher develops teacher self-efficacy
This research contributes new understanding of how teacher self-efficacy is acquired and developed by a preservice teacher during a one-year programme of initial teacher education (ITE). The findings are consistent with previous studies in confirming that self-efficacy is acquired through
vicarious experience, verbal persuasion and mastery experience while being undermined by negative physiological and affective states. In this study, however, the authors consider three separate subdomains of teacher self-efficacy: efficacy in classroom management, efficacy in student engagement
and efficacy in instructional strategies. Based on a qualitative analysis of a trainee’s weekly reflections, this research shows that efficacy development is phased, initially dominated by developing efficacy in classroom management and efficacy in student engagement and, only at a significantly
later stage, in instructional strategies. This is an important contribution to understanding how trainee teachers develop professional efficacy. Based on these findings, the authors tentatively offer a new self-efficacy development trajectory framework which can be used to inform the development
of ITE programmes or continuing professional development programmes.
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Keywords: Initial teacher education; mathematics education; professional learning trajectories; social cognitive theory; teacher self-efficacy
Document Type: Research Article
Affiliations: Faculty of Education, University of Cambridge, Cambridge, UK
Publication date: August 8, 2019