Finnish Teacher Education and Its Contributions to Preservice Teachers’ Instructional Self-Efficacy
Journal article, Peer reviewed
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Original versionIssues in educational research. 2018, 28 (2), 422-437.
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.