Pfitzner-Eden Franziska
Department of Education and Psychology, Freie Universität Berlin Berlin, Germany.
Front Psychol. 2016 Oct 19;7:1486. doi: 10.3389/fpsyg.2016.01486. eCollection 2016.
Teacher self-efficacy (TSE) is associated with a multitude of positive outcomes for teachers and students. However, the development of TSE is an under-researched area. Bandura (1997) proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study introduces a first instrument to assess the four sources for TSE in line with Bandura's conception. Gathering evidence of convergent validity, the contribution that each source made to the development of TSE during a practicum at a school was explored for two samples of German preservice teachers. The first sample ( = 359) were beginning preservice teachers who completed an observation practicum. The second sample ( = 395) were advanced preservice teachers who completed a teaching practicum. The source measure showed good reliability, construct validity, and convergent validity. Latent true change modeling was applied to explore how the sources predicted changes in TSE. Three different models were compared. As expected, results showed that TSE changes in both groups were significantly predicted by mastery experiences, with a stronger relationship in the advanced group. Further, the results indicated that mastery experiences were largely informed by the other three sources to varying degrees depending on the type of practicum. Implications for the practice of teacher education are discussed in light of the results.
教师自我效能感（TSE）与教师和学生的众多积极成果相关。然而，TSE的发展是一个研究不足的领域。班杜拉（1997）提出了自我效能感的四个来源：掌握经验、替代经验、言语说服以及生理和情感状态。本研究引入了首个工具，以根据班杜拉的概念评估TSE的四个来源。通过收集聚合效度的证据，针对两组德国职前教师样本，探讨了每个来源在学校实习期间对TSE发展的贡献。第一个样本（n = 359）是完成观察实习的初入职前教师。第二个样本（n = 395）是完成教学实习的高级职前教师。该来源测量显示出良好的信度、结构效度和聚合效度。应用潜在真实变化模型来探究这些来源如何预测TSE的变化。比较了三种不同的模型。正如预期的那样，结果表明两组的TSE变化均由掌握经验显著预测，在高级组中关系更强。此外，结果表明，根据实习类型，掌握经验在很大程度上受到其他三个来源不同程度的影响。根据研究结果讨论了对教师教育实践的启示。
