Finnish teacher education and its contributions to pre-service teachers' instructional self-efficacy

被引：0

作者：

Juuti, Kalle ^{[1
]}

Christophersen, Knut-Andreas ^{[2
]}

Elstad, Eyvind ^{[3
]}

Solhaug, Trond ^{[4
]}

Turmo, Are ^{[5
]}

机构：

[1] Univ Helsinki, Digital Learning Sch, Helsinki, Finland

[2] Univ Oslo, Dept Polit Sci, Oslo, Norway

[3] Univ Oslo, Dept Teacher Educ & Sch Res, Oslo, Norway

[4] Norwegian Univ Sci & Technol, Trondheim, Norway

[5] Univ Oslo, Norwegian Ctr Sci Educ, Oslo, Norway

来源：

ISSUES IN EDUCATIONAL RESEARCH | 2018年 / 28卷 / 02期

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study focuses on how Finnish pre-service teachers' instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour negatively contributed to pre-service teachers' instructional self-efficacy. We also found two factors that contributed positively to pre-service teachers' instructional self-efficacy: supervisor's feedback and perceived practical examples in general pedagogy courses.

引用

页码：422 / 437

页数：16

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