Understanding how education reform influences pre-service teachers’ teacher self-efficacy
Internationally, governments and education authorities initiate reforms to improve schooling. However, little is known about how these reforms influence pre-service teachers’ (PST) teacher self-efficacy (TSE). This study investigates PSTs’ TSE in the context of significant curriculum and assessment...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2024-12-01
|
| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374024000207 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Internationally, governments and education authorities initiate reforms to improve schooling. However, little is known about how these reforms influence pre-service teachers’ (PST) teacher self-efficacy (TSE). This study investigates PSTs’ TSE in the context of significant curriculum and assessment reform in Queensland, Australia. Data were collected from final year secondary preservice teachers who responded to a four-dimensional Teacher Self-Efficacy in Reform Scale (TSERS) survey (N = 114) and semi-structured interviews (N = 20). The results indicate that PSTs’ TSE in a context of education reform is high but varied, the variation being influenced both positively and negatively by the four sources of TSE, mastery and vicarious experiences, social persuasion, and emotional arousal. To better explore PSTs’ TSE in a context of education reform the quantitative and qualitative data were brought together to reveal three PST cohorts characterised by similar experiences. These cohorts consisted of, 1) PSTs whose higher TSE is related to mastery and vicarious experiences in schools; 2) PSTs whose TSE is lowered by limited opportunities in schools; and 3) PSTs whose negative emotional arousal lowered TSE. Notably, the findings highlight a dearth of opportunities for PSTs to actively participate in the implementation of educational reforms within school environments. Moreover, the findings underscore the pivotal role of enacted mastery and vicarious experiences in fostering high teacher self-efficacy, juxtaposed against the impact of negative emotional arousal during periods of change. This study contributes valuable insights for shaping the professional journey of PSTs, emphasising the need for targeted support and opportunities for PSTs to engage meaningfully in the change processes unfolding in educational settings. The implications of these findings extend to informing policies and practices that nurture the TSE of future educators navigating the complex terrain of educational reform. |
|---|---|
| ISSN: | 2666-3740 |