Lehramtsstudierende im ersten Studienjahr - Die Veränderung ihrer Fehlerorientierung im Zusammenhang mit der Lehrkraftselbstwirksamkeit

Student teachers in their first year of study have little experiential knowledge and competence to act. They may therefore make more frequent mistakes in the classroom during their first practical phase. Therefore, it is important how the student teachers evaluate their own mistakes in the classroom: as a threat (failure) or as a learning opportunity? In this context, teacher self-efficacy is discussed as a relevant coping resource. The aim of this paper is to examine how student teachers' error orientation changes during their first year of study and the role of teacher self-efficacy in this context. It is assumed that a learning-oriented error orientation will develop and a positive effect of teacher self-efficacy on it will be evident. Student teachers were surveyed by paper-pencil at the beginning of the bachelor's program (T1; N = 676) and at the end of the second semester (T2; N = 465)-after a four-week period of practice. The results of the latent change analyses showed a significant increase in the learning-orientated assessment of errors in teaching. Consistent with expectations, the increase varied among student teachers. Contrary to expectations, teacher self-efficacy had a significant negative effect on the change in learning-oriented assessment of errors.