TY - JOUR

T1 - How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum?

AU - Depping, Denise

AU - Ehmke, Timo

AU - Besser, Michael

AU - Leiss, Dominik

N1 - This article belongs to the Special Issue Internship Processes for Undergraduates in Education: Approaches, Comparison and Innovations in Flexible Contexts. Copyright: © 2024 by the authors

PY - 2024/11/29

Y1 - 2024/11/29

N2 - The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic motivation, we examined effects from the fulfilment of basic psychological needs (needs for competence, autonomy and relatedness) during teaching practicums on changes in levels of perceived self-efficacy. A total of 103 German pre-service teachers enrolled in a Bachelor’s or Master’s Degree Program participated in this study at two times of measurement. The results reveal that the fulfilment of basic psychological needs and especially a sense of relatedness contributed positively to gains in self-efficacy. The findings are discussed with regard to the design of practicums in teacher training.

AB - The aim of this study was to investigate environmental conditions in teaching practicums that support the development of pre-service teachers’ self-efficacy beliefs. Motivational orientations such as self-efficacy beliefs and enthusiasm are crucial aspects of professional teacher competence and thus should be fostered right from the beginning of teacher training. Against the backdrop of self-determination theory, which is connected to intrinsic motivation, we examined effects from the fulfilment of basic psychological needs (needs for competence, autonomy and relatedness) during teaching practicums on changes in levels of perceived self-efficacy. A total of 103 German pre-service teachers enrolled in a Bachelor’s or Master’s Degree Program participated in this study at two times of measurement. The results reveal that the fulfilment of basic psychological needs and especially a sense of relatedness contributed positively to gains in self-efficacy. The findings are discussed with regard to the design of practicums in teacher training.

KW - Didactics/teaching methodology

KW - teacher training

KW - self-efficacy

KW - basic psychological needs

KW - pre-service teachers

KW - internship

UR - https://www.mdpi.com/search?q=How+does+pre*&authors=depping&journal=education

U2 - 10.3390/educsci14121312

DO - 10.3390/educsci14121312

M3 - Journal articles

VL - 14

JO - Education Sciences

JF - Education Sciences

SN - 2227-7102

IS - 12

M1 - 1312

ER -