Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry

Abstract

ABSTRACT Using the context of Teaching as Inquiry (TAI), this study responds to calls for in-depth qualitative research documenting opportunities that have the potential to build Teacher Self Efficacy. Drawing on 4 data sets generated by 28 student teachers as they undertook a TAI project during their final practicum, we illustrate how TAI experiences fostered competence and confidence through knowledge and skill development. We also highlight the impact outcome expectancies had on student teachers’ behaviour including their expectations of students from diverse backgrounds. As well as building persistence and resilience we show how the cyclic nature of the TAI process developed student teachers’ understanding of task magnitude with reference to their inquiry goals and teaching in general. Finally, we argue that self-efficacy needs to be promoted as a core rationale for TAI if its full potential in developing self-efficacious student teachers is to be realised.