摘要：This research assessed the effects of teacher training and supervision on new college teachers’ self-efficacy beliefs. A questionnaire, including a measurement scale of self-efficacy, was completed twice by 102 novice teachers. Analysis of the results leads to the conclusion that, if both pre-service and in-service trainings have some impact, supervision increases the most selfefficacy beliefs, more specifically regarding the teaching strategies, student engagement, and classroom management components.
