Abstract
Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student teachers’ perceptions of digital competency to resolve challenges relating to information and communication technology (ICT) in schools and their instructional self-efficacy, which was explored via two dimensions: (1) self-efficacy for maintaining discipline and (2) self-efficacy for influencing students’ use of ICT in the service of learning. Implications for practice are discussed. We argue that digital competency among student teachers is important for sustaining instructional self-efficacy in technology-rich classrooms.
Highlights
Teacher education institutions are intended to prepare student teachers for professional life as teachers
The value added by a teacher education programme is related to the quality of its campus-based courses, the student teachers’ talent for carrying out the tasks associated with the teaching profession, the quality of the mentoring received by the student teachers during their school-based practicum and the student teachers’ learning activities [55]
We argue that perceptions of digital competency among student teachers represent an under-recognised dimension of good teacher education
Summary
Teacher education institutions are intended to prepare student teachers for professional life as teachers This should involve ensuring that teachers develop digital competence through on-campus classroom and teacher-practice experiences [1]. Teacher education programmes are generally expected to prepare students for their professional activities in schools [8]. Never complete the teacher education programme [18], and many candidates leave the teaching profession during their first few years of work To some extent, these trends are statistically associated with the student teachers’ degrees of experienced self-efficacy [19]. This study explores the potential antecedents of student teachers’ self-efficacy beliefs along both dimensions at a programme for secondary school teachers at a Norwegian university
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