https://orcid.org/0000-0002-2600-7150
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ABSTRACT
The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Jiaoyan is a typical obligated practice of researching on teaching at schools in China and led by a director who has achieved outstanding accomplishments in his/her teaching subject.
2. Banzhuren refers to subject teachers who oversee students’ daily management other than teaching.
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Notes on contributors
Kang Ma
Kang Ma, PhD, is a lecturer at Yancheng Teachers University. He is interested in initial teacher education and his current work focuses on teachers’ self-efficacy.
Michael Cavanagh
Michael Cavanagh is the director of the secondary teacher education program and a lecturer in mathematics education in the School of Education, Macquarie University, Australia; email: [email protected]. His research focuses on teacher education, especially initial teacher professional development during the teaching professional placement, and mathematics education.