An Investigation Of The Internal Mechanism Of Self-efficacy In Educational Apprenticeship Of Teacher-training Students In Higher Education: Taking A Major Teacher Training University In China As An Example

Yilin Wang; Jinming He

doi:10.54691/bcpssh.v17i.671

Authors

Yilin Wang
Jinming He

DOI:

https://doi.org/10.54691/bcpssh.v17i.671

Keywords:

Teacher Trainees Self-efficacy, Educational Apprenticeship, Teacher Trainees Self-Efficacy Educational Apprenticeship

Abstract

Teacher education internship is an important way to improve teacher education students' practical skills, and it is closely related to the increase of teacher education students' self-efficacy and other psychological qualities. In this article, 437 teacher trainees from eight different majors at a major teacher training university in China were used to examine the internal mechanisms of teacher trainees' self-efficacy and find strategies to improve their self-efficacy in education internship. The study found that (1) teaching strategy efficacy, classroom management efficacy, and student engagement efficacy significantly and positively affected teacher educators' self-efficacy; (2) teaching strategy efficacy was positively related to classroom management efficacy; (3) classroom management efficacy was positively related to student engagement efficacy; and (4) classroom management and student engagement required the collaboration of parents and schools. In this regard, it is suggested that universities should pay attention to the teaching of theory and practice, teacher educators should consciously use the knowledge of teaching strategies and do a good job in classroom management, and home and school should reasonably help students to participate in the classroom to improve teacher educators' self-efficacy in all aspects.

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