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This paper presents results from the first phase of a longitudinal study investigating what it means to be a teacher. In 2010, the Teacher Sense of Efficacy Scale was administered twice to beginning teachers in three programs, alongside collection of identity data.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-student-teacher-self-efficacy-beliefs-an-insight-into-the-making-of-teachers/594471/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-student-teacher-self-efficacy-beliefs-an-insight-into-the-making-of-teachers/594471.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this paper?","Question",{"text":112,"@type":113},"The paper reports on the first phase of a longitudinal study examining beginning pre-service teachers’ views of what it is to be a teacher, emphasizing self-efficacy scale results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was teacher self-efficacy measured in 2010?",{"text":117,"@type":113},"The Teacher Sense of Efficacy Scale was administered twice during the academic year (start and end) to beginning pre-service teachers enrolled in three teacher education programs.",{"name":119,"@type":110,"acceptedAnswer":120},"Which programs were included in the 2010 study?",{"text":121,"@type":113},"Participants were enrolled in the Graduate Diploma of Early Childhood Education, the Graduate Diploma of Education-Primary, and the Graduate Diploma of Education-Secondary, with undergraduate students excluded for the second survey.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594471,1792160927,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nPre-Service Student-Teacher Self-Efficacy Beliefs: An Insight Into the Making of Teachers  \nDonna Pendergast  \nSusanne Garvis  \nJayne Keogh  \nGriffith University  \nAbstract: Pre-service teacher education programs play an important  \nrole in the development of beginning teacher’ self-efficacy and  \nidentity. Research suggests that this development is influenced by the‘apprenticeship of learning’. However, there remains limited research  \nabout the self-efficacy beliefs and identity construction of beginning  \npre-service teachers entering teacher training, and the impact of the  \neducation programs on the development of these attributes.  \nThis paper reports on the first phase of a longitudinal study that  \ninvestigates beginning pre-service teachers’ views of what it is to be a  \nteacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen  \nMoran & Woolfolk Hoy, 2001) was administered twice (start and end  \nof the year) to beginning pre-service teachers enrolled in three  \nprograms: the Graduate Diploma of Early Childhood Education; the  \nGraduate Diploma of Education-Primary; and the Graduate  \nDiploma of Education – Secondary. Identity data in the form of text  \nand visual representations of the teachers were also collected. This  \npaper focuses on the results from the self-efficacy scale, highlighting  \nthe similarities and more notable contrasts in individual perceived  \nratings of teacher self-efficacy. Implications for further research are  \nshared.  \nIntroduction  \nTeacher self-efficacy is an important motivational construct that shapes teacher effectiveness in the classroom. Teachers with a high level of teacher self-efficacy have been shown to be more resilient in their teaching and likely to try harder to help all students to reach their potential. In contrast, teachers with a low level of teacher self-efficacy have been found to be less likely to try harder to reach the learning needs of all their students. It is for this reason that the investigation of the development of teacher self-efficacy in pre-service teacher education is important. During this time pre-service teachers undergo an‘apprenticeship of learning’.  \nTo date, few studies have examined Australian teacher self-efficacy beliefs. This paper works to partially address this gap in the research by reporting on the first phase of a longitudinal study that is investigating the development of teacher self-efficacy. In 2010, 175 pre-service teachers enrolled in various undergraduate and postgraduate teacher education programs at an Australian university completed a survey at the beginning of the academic year to provide a measurement of their teacher self-efficacy. All participants were in the first semester of their first year of their respective programs. During semester two (the end of the  \nVol 36, 12, December 2011 46  \nAustralian Journal of Teacher Education  \nacademic year), 76 of these pre-service teachers completed the survey again. These participants included the majority of students who were enrolled in Graduate Diplomas of Early Childhood Education; of Education - Primary; and of Education – Secondary, but excluded any students enrolled in undergraduate programs.  \nFindings in this paper discuss the similarities and more notable contrasts in the participants’ individual ratings of perceived teacher self-efficacy. Possible implications from these results are also shared.  \nTeacher self-efficacy  \nSelf-efficacy beliefs operate as a key factor in a generative system of human competence (Bandura, 1997) . Teacher self-efficacy relates to the beliefs teachers hold about their own perceived capability in undertaking certain teaching tasks. Bandura (1997, p.3) defines self-efficacy as “beliefs in one’s capabilities to organise and execute the course of action required to produce given attainments”. Self-efficacy therefore influences thought patterns and emotions that enable classroom actions. In the context ","cbCaijZWbUUqoPS4","https://ap.wps.com/l/cbCaijZWbUUqoPS4","pdf",102748,12,"English","# Abstract\n# Introduction\n# Teacher self-efficacy\n## Sources of teacher self-efficacy\n## Influences on formation and judgments","[{\"question\":\"What is the focus of this paper?\",\"answer\":\"The paper reports on the first phase of a longitudinal study examining beginning pre-service teachers’ views of what it is to be a teacher, emphasizing self-efficacy scale results.\"},{\"question\":\"How was teacher self-efficacy measured in 2010?\",\"answer\":\"The Teacher Sense of Efficacy Scale was administered twice during the academic year (start and end) to beginning pre-service teachers enrolled in three teacher education programs.\"},{\"question\":\"Which programs were included in the 2010 study?\",\"answer\":\"Participants were enrolled in the Graduate Diploma of Early Childhood Education, the Graduate Diploma of Education-Primary, and the Graduate Diploma of Education-Secondary, with undergraduate students excluded for the second survey.\"}]","Pre-Service Student-Teacher Self-Efficacy Beliefs: An Insight Into the Making of Teachers | PDF",1792079224]