Promoting teacher self-efficacy. A research synthesis.

Lead: TUM

In the course of teacher training and teacher education, there has been a focus on aspects of professional competence in recent years. In this context, practical experiences and university courses aim not only at changing cognitive aspects (e.g., pedagogical content knowledge), but also at promoting motivational aspects (e.g., self-efficacy).

(Prospective) teachers with higher self-efficacy orient their teaching more strongly toward students and report higher job satisfaction as well as lower burnout symptoms. To date, however, there is a lack of systematic research on how (prospective) teachers' self-efficacy can be effectively promoted and what factors (e.g., type of intervention, length of intervention) influence efficacy.

In its analysis of efficacy factors, the research synthesis also specifically addresses the sources of self-efficacy postulated by Albert Bandura. Overall, the research synthesis aims to contribute to basic research on teacher self-efficacy as well as to provide practice-relevant findings for teacher education. For example, the research synthesis investigates whether vicarious (digital) experiences can be just as conducive to self-efficacy as one's own mastery experiences - a question that is of high importance especially nowadays where teacher education is getting more and more digitalized. Further methodological information can be found in the preregistration at: osf.io/ev7tf