出版社：Australian Institutes for Educational Research
摘要：This study focuses on how Finnish pre-service teachers’ instructional self-efficacycontributes to their belief in their ability to provide learning opportunities and positiveclassroom outcomes. Data were gathered from 153 pre-service teachers and analysedusing structural equation modelling. We found that experiences with problem behaviournegatively contributed to pre-service teachers’ instructional self-efficacy. We also foundtwo factors that contributed positively to pre-service teachers’ instructional self-efficacy:supervisor’s feedback and perceived practical examples in general pedagogy courses.
