Practical learning opportunities and changes in teachers' self-efficacy beliefs. Does the development of bachelor student teachers' competence differ before and during COVID-19?

Autor/inn/en	König, Johannes; Gerhard, Kristina; Jäger-Biela, Daniela J.
Titel	Practical learning opportunities and changes in teachers' self-efficacy beliefs. Does the development of bachelor student teachers' competence differ before and during COVID-19?
Quelle	In: Zeitschrift für Bildungsforschung, 12 (2022) 2, S. 217-234Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2190-6904
DOI	10.1007/s35834-022-00357-3
Schlagwörter	Kompetenz; Faktorenanalyse; Längsschnittuntersuchung; Varianzanalyse; Vergleich; Selbstwirksamkeit; Lehramtsstudent; Lehrerausbildung; Schulpraktikum; Pandemie; Überzeugung; Universität; Bachelor-Studiengang; Entwicklung; Praxisbezug; Gruppe (Soz); Deutschland; Köln
Abstract	This article investigates changes in student teachers' teacher self-efficacy beliefs (SEBs) as part of their competence development during their three-year bachelor's program and how these changes can be explained through practical learning opportunities. Using two bachelor's student teacher cohorts who studied during and prior to COVID-19, differences in the development of their competence are analyzed longitudinally over three time points. Unexpectedly, no increase in SEBs was observed; rather, a significant decline was identified, with little practical relevance for the cohort who had studied before and medium practical relevance for the cohort who studied during the pandemic. At the end of their bachelor's program, students in the cohort who studied before the pandemic reported slightly higher levels of SEBs than those who had to study during the pandemic. A path model indicates that studying during the pandemic negatively impacted both practical learning opportunities and changes in student teachers' SEBs, whereas practical learning opportunities positively impacted SEBs changes. The findings' implications for practical learning opportunities in initial teacher education are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1