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Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry

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Title: Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry
Language: English
Authors: Kang Ma (ORCID 0000-0002-2600-7150), Michael Cavanagh (ORCID 0000-0002-6537-4447), Anne Mcmaugh (ORCID 0000-0003-2988-0366)
Source: Asia Pacific Journal of Education. 2025 45(2):463-478.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Self Efficacy, Student Teacher Evaluation, Student Teaching, Student Teacher Attitudes, Field Experience Programs, Skill Development
Geographic Terms: Australia
DOI: 10.1080/02188791.2022.2136140
ISSN: 0218-8791
1742-6855
Abstract: Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placements across the final two pre-service years. The data were analysed thematically and are reported according to Bandura's four sources of self-efficacy. Mastery experience was the predominant source across the study, followed by emotional states. Vicarious experience and social persuasion were less reported. Both variations in how each source influenced TSE and interactions between different sources across the study were apparent. Implications and limitations are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464430
Database: ERIC
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  Data: Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry
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  Data: <searchLink fieldCode="AR" term="%22Kang+Ma%22">Kang Ma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2600-7150">0000-0002-2600-7150</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Cavanagh%22">Michael Cavanagh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6537-4447">0000-0002-6537-4447</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anne+Mcmaugh%22">Anne Mcmaugh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2988-0366">0000-0003-2988-0366</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Journal+of+Education%22"><i>Asia Pacific Journal of Education</i></searchLink>. 2025 45(2):463-478.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Evaluation%22">Student Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/02188791.2022.2136140
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  Data: 0218-8791<br />1742-6855
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  Label: Abstract
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  Data: Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placements across the final two pre-service years. The data were analysed thematically and are reported according to Bandura's four sources of self-efficacy. Mastery experience was the predominant source across the study, followed by emotional states. Vicarious experience and social persuasion were less reported. Both variations in how each source influenced TSE and interactions between different sources across the study were apparent. Implications and limitations are discussed.
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  Data: 2025
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      – Text: English
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        PageCount: 16
        StartPage: 463
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Student Teacher Evaluation
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      – SubjectFull: Student Teaching
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      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: Field Experience Programs
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      – SubjectFull: Skill Development
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      – SubjectFull: Australia
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      – TitleFull: Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry
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