The Role of Teaching Experience and Prior Education in Teachers’ Self-Efficacy and General Pedagogical Knowledge at the Onset of Teacher Education
Keywords:
General Pedagogical Knowledge; Self-Efficacy; Teaching Experience; Prior EducationAbstract
This study explored how teachers’ general pedagogical
knowledge (GPK) and teachers’ self-efficacy (TSE) at the beginning of
teacher education differ in terms of student teachers’ individual
characteristics. The study participants were 240 teachers in their first
year of education who completed a questionnaire that assessed their
GPK, three types of TSE, years of teaching experience, level of prior
education and sex. The results indicate that prior education, sex and, to
a lesser extent, teaching experience explain a significant portion of the
GPK. Prior education, teaching experience and, to some extent, sex
explain a significant portion of the three types of TSE. These results
emphasize the importance of individual characteristics, particularly
teaching experience and prior education, in understanding
heterogeneity at the onset of teacher education in GPK and TSE, two
central constructs that affect teachers’ and students’ outcomes.
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