Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:30:09 EET
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10 SES 06 C: Student Teachers' Developing Competencies
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10. Teacher Education Research
Paper ‘I Can Do It’: Exploring The Sources Of Teacher Self-efficacy Beliefs In Undergraduate Pre-Service Teachers. Anglia Ruskin University, United Kingdom Presenting Author:This paper reports on the initial findings from stage one of a longitudinal study exploring the development of teacher self-efficacy beliefs in undergraduate pre-service teachers throughout their degree and into their early career teacher induction period in England. The study focuses on the sources of teacher efficacy beliefs during this critical period, with the aim of understanding how positive teacher self-efficacy beliefs can be nurtured. Bandura’s (1997) social cognitive theory suggests that there is a reciprocal relationship between an individuals’ behaviours, their environment and personal factors. Self-efficacy is a central construct within this theory - the belief an individual has about their ability to carry out the necessary actions to perform in a domain. Efficacy beliefs are suggested to be influenced by mastery experiences (successful performance of a task in the given domain), vicarious experiences (observing others model tasks successfully), verbal persuasion (feedback from others) and emotional and physiological states (Bandura, 1997). Crucially, an individual with strong self-efficacy beliefs is more likely to be successful and set and achieve their goals in a given domain, therefore understanding how self-efficacy beliefs can be nurtured is important in professional contexts. Pre-service and beginning teachers’ efficacy beliefs are more malleable and open to influence from contextual factors than experienced teachers (Tschannen-Moran and Hoy, 2007). Previous research has highlighted the importance of positive teacher efficacy beliefs upon teacher performance, job satisfaction, student achievement and resilience (Moè, Pazzaglia and Ronconi, 2010; Klassen and Tze, 2014). Bandura’s theory suggests that once formed, self-efficacy beliefs are relatively stable, therefore, understanding how positive self-efficacy beliefs are developed in the early stages of teachers’ careers is vital. This is particularly pertinent considering the high attrition rate for early career teachers in England and internationally (UNESCO & International Task Force on Teachers for Education 2030, 2024). Literature reviews of research into teacher self-efficacy beliefs have noted a lack of qualitative methods and less emphasis upon the sources of teacher efficacy beliefs (Klassen et al., 2011; Morris, Usher and Chen, 2017). Although further qualitative research into the sources of teacher self-efficacy beliefs have been carried out since then (such as Marschall, 2023), there is still a need to further understand how teachers interpret contextual factors and events that influence their self-efficacy beliefs. Research questions for this stage of the longitudinal study:
Methodology, Methods, Research Instruments or Sources Used Participants were recruited via volunteer sampling. Second year pre-service studying an undergraduate teacher education course at a university in England were invited to take part by email, with an outline of the purpose of the research and what it will involve. Five participants (4 female, 1 male) gave their informed consent. Qualitative methods were chosen to explore participants’ own perceptions of their experiences and developing teacher self-efficacy beliefs. Data collection in stage one of the longitudinal study included participants’ weekly written reflections during two school practicum modules (weekly reflections were a mandatory element of the 8-week practicum module in each year of the course). Permission was sought from participants to analyse the content of their reflective entries (entered into an online portfolio) during the practicum modules. The reflective entries provide a rich opportunity to understand how pre-service teachers’ efficacy beliefs are influenced by the context of learning to teach in a school setting. Reflexive thematic analysis (Braun and Clarke, 2022) was chosen to generate themes from the data as it reflects the interpretivist stance that understanding researcher assumptions is part of the research process. Data analysis for this part for the study took place in two phases – one phase for each 8-week practicum module. Each phase of data analysis followed Braun and Clarke’s recommended six-stage process. Phase one started with familiarisation and initial coding of the weekly reflective writing completed by the participants during their first 8-week placement module. Each participants’ set of weekly reflections were analysed in turn to start with, before revisiting each set of reflections in a different order to refine codes and add additional codes were necessary. A mixture of inductive and deductive coding was applied, based on Bandura’s suggested sources of efficacy beliefs. Codes were then clustered on a mind map before initial theme generation, refinement and naming. Reflexive journaling was used throughout the data analysis process to record the researcher’s developing interpretations of the data and support writing up of the analysis. In phase two, the same data analysis process as outlined above was applied to analyse the weekly reflective writing completed during the participants’ second placement module. Themes generated during phase one were revisited and refined where relevant. Conclusions, Expected Outcomes or Findings The balance of internal and external sources of influence upon teacher self-efficacy beliefs as an initial theme from the data will be discussed. Analysis of the weekly reflective entries during early school practicum indicate that pre-service teachers’ self-efficacy beliefs are primarily influenced by mastery experiences at this stage. This aligns with Bandura’s (1997) theory suggesting mastery experiences are the most influential source of self-efficacy beliefs. Pre-service teachers frequently reflected on their own analysis of the success of practicum tasks and their emotional response to these experiences – suggesting a more internal focus of influence for many participants. Some participants drew more explicitly on external sources such as verbal persuasion (feedback from experienced teachers) and vicarious experiences (observing experienced teachers). External sources appear to be reflected on more readily by participants who are indicating stronger development of their teacher self-efficacy beliefs. This could suggest that developing pre-service teachers’ skills in receiving and responding to feedback (feedback literacy) may help to nurture more positive self-efficacy beliefs. Other initial themes include how pre-service teachers’ developing professional identity, future-focused reflections and interpretation of their own emotional states interacts with the formation of their teacher self-efficacy beliefs. As there is a global teacher shortage and teacher attrition is a concern, particularly in the early career stage (UNESCO & International Task Force on Teachers for Education 2030, 2024), it is crucial for teacher educators to consider how best to prepare pre-service teachers for a lifelong career in teaching. Nurturing the self-efficacy beliefs of pre-service teachers has the potential to improve teacher job satisfaction, commitment and reduce burnout (Zee and Koomen, 2016), which indirectly reduces attrition rates. Implications from this study for supporting the positive development of teacher self-efficacy beliefs in pre-service teachers will be discussed, relevant to teacher educators and mentors working within European teacher education programmes. References Bandura, A. (1997) Self-efficacy : the exercise of control. New York: W.H. Freeman and Company. Braun, V. and Clarke, V. (2022) Thematic Analysis. A Practical Guide. London: SAGE Publications Ltd. Klassen, R.M. et al. (2011) ‘Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?’, Educational Psychology Review, 23(1), pp. 21–43. Available at: https://doi.org/10.1007/s10648-010-9141-8. Klassen, R.M. and Tze, V.M.C. (2014) ‘Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis’, Educational Research Review, 12, pp. 59–76. Available at: https://doi.org/10.1016/j.edurev.2014.06.001. Marschall, G. (2023) ‘Teacher self-efficacy sources during secondary mathematics initial teacher education’, Teaching and Teacher Education, 132, p. 104203. Available at: https://doi.org/10.1016/j.tate.2023.104203. Moè, A., Pazzaglia, F. and Ronconi, L. (2010) ‘When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching’, Teaching and Teacher Education, 26(5), pp. 1145–1153. Available at: https://doi.org/10.1016/j.tate.2010.02.010. Morris, D.B., Usher, E.L. and Chen, J.A. (2017) ‘Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature’, Educational Psychology Review, 29(4), pp. 795–833. Available at: https://doi.org/10.1007/s10648-016-9378-y. Tschannen-Moran, M. and Hoy, A.W. (2007) ‘The differential antecedents of self-efficacy beliefs of novice and experienced teachers’, Teaching and Teacher Education, 23(6), pp. 944–956. Available at: https://doi.org/10.1016/j.tate.2006.05.003. UNESCO & International Task Force on Teachers for Education 2030 (2024) Global report on teachers: addressing teacher shortages and transforming the profession. Paris: UNESCO. Available at: https://doi.org/https://doi.org/10.54675/FIGU8035. Zee, M. and Koomen, H.M.Y. (2016) ‘Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research’, Review of Educational Research, 86(4), pp. 981–1015. Available at: https://doi.org/10.3102/0034654315626801. 10. Teacher Education Research
Paper Initial Teacher Education and Readiness to Teach: A Survey with Student Teachers 1: Universidade do Minho, Portugal; 2: Universidade do Minho, Portugal Presenting Author:Initial teacher education (ITE) faces a plethora of challenges in preparing future teachers to competently engage with the complex, dynamic, and increasingly diverse realities of contemporary classrooms (Shi et al., 2025; Darling-Hammond, 2017). A recurring concern highlighted in the international literature is the theory-practice gap, reflecting tensions between university-based theoretical knowledge and the practical demands of school contexts (Yin, 2019; McGarr et al., 2017; Korthagen, 2007). Addressing this gap requires coherent curriculum design that integrates subject-specific knowledge, general education foundations, and authentic school-based learning opportunities, fostering both pedagogical competence and professional understanding (Darling-Hammond, 2014; Haggar & McIntyre, 2006). The practicum, widely acknowledged as a cornerstone of the ITE, represents a critical space for professional learning (Zeichner, 2012). Through participation in real classrooms, student teachers have opportunities to apply theoretical knowledge, interact directly with pupils, collaborate with mentor teachers, and navigate the social and organizational complexities of school environments, thereby developing professional identity while confronting the challenges of teaching (Gil-Madrona et al., 2025; Flores & Day, 2006; Rorrison et al., 2017; Zhu et al., 2020; Farrell, 2008). Effective practicum experiences are supported by structured supervision, mentoring, and reflective practices, which provide timely feedback, guidance, and opportunities for in-depth reflection both in and on action (Pattison-Meek, 2024; Ambrosetti et al., 2017; Graves, 2010; Schön, 1983). Understanding the practicum’s role in professional learning thus requires examining student teachers’ perspectives, as these provide a valuable lens into how curricular units and practicum components shape the development of professional knowledge, skills, and identity, as well as their impact on professional readiness and motivation to pursue a teaching career. Accordingly, this study focuses on three dimensions: (1) the perceived relevance of curricular components; (2) learning processes reported across pedagogical, professional and personal domains; and (3) perceived readiness for practicum experiences and future professional engagement. By foregrounding student teachers’ interpretations, the study aims to provide insights into the effectiveness of curriculum design and practicum structures in fostering meaningful professional development. By focusing on student teachers’ perceptions, this research contributes to a deeper understanding of how ITE programmes can support professional development and preparedness for authentic teaching practice in school contexts. The study highlights the value of integrating experiential, relational, and reflective components into teacher education, emphasizing the centrality of student teachers’ lived experiences as a foundation for developing pedagogical competence, professional identity, and sustained motivation for the teaching profession. Findings from this study have relevance not only for the Portuguese context but also for European and international discussions on teacher education, particularly regarding curriculum design, practicum structures, and strategies to enhance professional learning through authentic school-based experiences. Methodology, Methods, Research Instruments or Sources Used This study adopted a quantitative descriptive design to investigate student teachers’ perceptions of curricular units and practicum experiences within master’s programmes in teacher education. The research is part of the PhD project “Teacher Education in times of change and the role of the practicum in building professional knowledge: a mixed-methods study”, funded by the Portuguese Foundation for Science and Technology. The study was conducted in a Portuguese higher education institution. The sample comprised 162 master’s students in teacher education, including 113 females (69.8%) and 49 (30.2%) males, reflecting the predominance of women commonly observed in the teacher workforce (OECD, 2024). Age distribution was heterogeneous, with the majority between 20 and 25 years (53.1%) and a substantial group over 40 years (24.1%). Participants were enrolled across the first (47.5%) and second year (52.5%) of the programme. Most held a bachelor’s degree as their highest qualification (68.5%), and the majority reported no prior professional experience in school settings (71.6%) or teaching experience (59.9%) before entering the programme. Regarding motivations, 116 students (71.6%) indicated teaching as their first choice, and 93 (57.4%) reported a high degree of confidence in this decision. Students were enrolled in diverse teaching specializations, with the largest groups in History (16.0%), Early Childhood and Primary Education (14.2%), and Mathematics (13.6%), followed by English (11.7%), Informatics (8.6%), and Portuguese (8.6%). Data were collected through an online survey combining Likert-type scales and open-ended questions. Likert items captured student teachers’ perceptions of curricular relevance, practicum components, learning outcomes, perceived readiness, and professional intentions. Open-ended questions gathered complementary data, allowing participants to provide detailed reflections on their experiences. Demographic and academic variables were used to contextualize the findings, and descriptive statistical analyses were conducted to identify patterns, tendencies, and emergent insights in student teachers’ responses. The analysis focused on assessing the perceived relevance of curricular units and practicum components, self-reported learning outcomes, and student teachers’ perceptions of the programme’s contribution to professional readiness and motivation to pursue a teaching career. Ethical standards, including voluntary participation, informed consent, anonymity, and prior approval by the institutional Ethics Committee, were rigorously followed. By adopting a student-centred perspective, this methodology prioritizes participants’ subjective interpretations of their curriculum and practicum experiences, rather than relying solely on external performance metrics. This approach enables a grounded understanding of ITE in the Portuguese context. Conclusions, Expected Outcomes or Findings Student teachers’ perceptions regarding the relevance of diferent curricular units indicate a broadly positive evaluation of the ITE programme. Specific Didactics curricular units were perceived as the most valued, with over 90% of respondents classifying them as “Very Important” or “Important”, highlighting the centrality of subject-specific pedagogy in professional preparation. General Education and Education in the Field of Teaching curricular units were also positively rated, though with slightly lower levels of perceived importance. In contrast, the optional curricular units elicited more heterogeneous responses, suggesting variability in perceived relevance and curricular coherence.Concerning preparedness for the practicum at the end of first year, while a majority of student teachers reported feeling prepared (60.5%), a substantial minority (39.5%) felt unprepared, pointing to potential discontinuities between coursework and early profession demands. Regarding the practicum experiences, student teachers hightlighted experiential and relational dimensions of learning. Direct interaction with pupils, opportunities to teach, and exposure to everyday school practices emerged as the most valued components, followed by school-based supervisory feedback and integration into the school community. More formalized or academically framed activities, such as reflective portfolios, seminars, and the public defense of the practicum report, were less valued, though still positively perceived overall.Reported learning outcomes were consistently strong across pedagogical, professional and personal domains, including teaching competence, classroom and time management, professional identity development, and articulation of theory and practice. Intentions to enter the teaching profession were very high (90.1%), and second-year student teachers evaluated their practicum experience predominantly as positive or very positive. Overall, findings suggest that authentic teaching experiences and relational learning opportunities are central to professional development, while reflective components, though appreciated, are less valued.The coexistence of high professional motivation with variable perceived readiness underscores the need to better align coursework with practicum experiences, supporting both confidence and competence in early teaching practice. References Ambrosetti, A., Dekkers, J., & Knight, B. A. (2017). Mentoring triad: an alternative mentoring model for preservice teacher education? Mentoring & Tutoring: Partnership in Learning, 25(1), 42–60. https://doi.org/10.1080/13611267.2017.1308093 Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education, 89(4), 547–561. https://doi.org/10.1080/0161956X.2014.939009 Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399 Farrell, T. S. C. (2008). `Here’s the Book, Go Teach the Class’: ELT Practicum Support. RELC Journal, 39(2), 226–241. https://doi.org/10.1177/0033688208092186 Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new Teachers’ identities: A Multi-Perspective study. Teaching and Teacher Education, 22(2), 219-232. http://dx.doi.org/10.1016/j.tate.2005.09.002 Gil-Madrona, P., Zapatero-Ayuso, J.-A., & Díaz-Carretero, A. (2025). Is the Practicum an efficient process for the development of competences of future teachers? An approach from the perspective of professional socialisation. Internation Journal of Educational Research, 131, 102579. https://doi.org/10.1016/j.ijer.2025.102579 Graves, S. (2010). Mentoring Pre-Service Teachers: A Case Study. Australasian Journal of Early Childhood, 35(4), 14-20. https://doi.org/10.1177/183693911003500403 Haggar, H. & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. Open University Press. Korthagen, F. A. J. (2007). The gap between research and practice revisited. Educational Research and Evaluation, 13(3), 303–310. https://doi.org/10.1080/13803610701640235 McGarr, O., O’Grady, E., & Guilfoyle, L. (2017). Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority. Journal of Education for Teaching, 43(1), 48–60. https://doi.org/10.1080/02607476.2017.1256040 OECD. (2024). Education at a glance 2024: OECD indicators. OECD Publishing. https://doi.org/10.1787/c00cad36-en Pattison-Meek, J. (2024). The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning. Teaching and Teacher Education, 143, 104553. https://doi.org/10.1016/j.tate.2024.104553 Rorrison, D., Ambrosetti, A., Capeness, R. & Kriewaldt, J. (2017). Introduction: Researching Innovative Perspectives in Professional Experience. In J. Kriewaldt, A. Ambrosetti, D. Rorrison & R. Capeness (Eds.), Educating Future Teaches: Innovative Perspectives in Professional Experience (pp. 1-10). Springer. https://doi.org/10.1007/978-981-10-5484-6_1 Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. Yin, J. (2019). Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience. Innovations in Education and Teaching International, 1(4). https://doi.org/10.1186/s42862-019-0003-z Zhu, G., Mena, J. & Johnson, C. (2020). Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory. International Journal of Educational Research, 103, 101638. https://doi.org/10.1016/j.ijer.2020.101638 10. Teacher Education Research
Paper IniProficiency. Initial Assessment of Professional Competences in Trainee Teachers in Teacher Training Degrees 1: UCM, Spain; 2: UCM, Spain; 3: UCM, Spain; 4: UCM, Spain; 5: UCM, Spain; 6: UCM, Spain Presenting Author:Topic and research question Methodology, Methods, Research Instruments or Sources Used The project follows a mixed-methods design combining qualitative and quantitative approaches to ensure both depth and rigour. This proposal focuses on Phase 2, which involves the adaptation of assessment and pedagogical instruments for initial teacher education. Phase 2 builds on evidence generated in Phase 1, which included analysis of policy documents, teacher education curricula, and qualitative data from focus groups with three stakeholder groups: pre-service teachers, university teacher educators, and school-based practicum mentors. This participatory design reflects research emphasising the value of collaborative reflection and multiple perspectives in teacher education (Durán & Giné, 2017; Susinos et al., 2022). Based on these data, the original set of eleven competences is being critically reviewed to determine which competences can be meaningfully addressed during initial teacher education and which are more appropriately developed through sustained professional practice. This step aims to avoid a mechanical application of competence frameworks detached from authentic learning contexts (Zabalza, 2022). The adaptation of the ProficiencyIn+E® self-assessment rubric focuses on: – reformulating competence descriptors to reflect realistic expectations for pre-service teachers; – emphasising reflective awareness, intentionality, and learning orientation rather than professional mastery; – adjusting performance levels to capture developmental progression within initial training. The adapted rubric is implemented in an online format that supports guided self-assessment and personalised feedback, building on previous digital applications shown to facilitate reflective evaluation (Biencinto et al., 2021). In parallel, the formative training modules are redesigned to align with the structure of initial teacher education programmes. While retaining core features such as case-based reflection, theoretical grounding, and guided questioning, the modules are explicitly linked to practicum experiences and implemented as guided reflection seminars. Validation procedures include expert review, pilot testing with pre-service teachers, and iterative refinement. Quantitative analyses of the psychometric properties of the adapted rubric are planned for subsequent phases. Conclusions, Expected Outcomes or Findings At the time of submission, Phase 2 of the IniProficiency project is ongoing, and final empirical results will be available after the completion of pilot testing and validation procedures. However, we expect the following outcomes. Beyond the specific characteristics of the tools, the main contribution of IniProficiency lies in the formative value of the competence assessment process itself. By framing self-assessment as a structured and guided reflective activity, evaluation becomes a pedagogical space for learning rather than a summative judgement of professional readiness. This approach supports pre-service teachers in developing awareness of what professional competences involve, how they evolve over time, and how their current learning experiences relate to future professional practice (Körkkö et al., 2020; Sánchez-Tarazaga & Manso, 2022). In this sense, the project demonstrates how competence-based frameworks can be operationalised as formative and reflective pedagogical tools, rather than functioning solely as normative or accountability-oriented references (Darling-Hammond et al., 2005; Zabalza, 2022). By promoting reflection, intentionality, and early professional learning, IniProficiency contributes to research on assessment and pedagogy in initial teacher education and aligns with broader European efforts to strengthen the quality and coherence of teacher education programmes (Eurydice, 2013). References Beunza-García, S., Manzanares, G. S., Martínez-García, A., Álvarez-Couto, M., Biencinto, C., Villamor, P., Carpintero-Molina, E., & García-García, M. (2024). Formación en competencias docentes para la inclusión y la excelencia: resultados del proyecto PROFICIENCyIn+EDU. En J. Llanes & M. Torrado (Eds.), XXI Congreso Internacional de Investigación Educativa, IV Encuentro de Doctorandos/as e Investigadores/as Noveles de AIDIPE (pp. 1551-1555). Libro de Actas. Biencinto, C., García-García, M., Carpintero, E., Villamor, P., & Torrecilla, S. (2021). Psychometric properties of the ProficiencyIn+E rubric: Self-evaluation of teaching skills. Studies in Educational Evaluation, 70. https://doi.org/10.1016/j.stueduc.2021.101040 Carpintero-Molina, E., Villamor, P., García-García, M., & Biencinto, C. (2020). Competencias docentes. 11 píldoras formativas para la excelencia y la equidad. Círculo Rojo. Darling-Hammond, L., Holtzman, D., Gatlin, S., & Vasquez, J. (2005). Does teacher preparation matter? Education Policy Analysis Archives, 13(42). https://doi.org/10.14507/epaa.v13n42.2005 Durán, D., & Giné, C. (2017). La formación del profesorado para la educación inclusiva. Revista Latinoamericana de Educación Inclusiva, 5(2), 153–170. Eurydice. (2013). Key data on teachers and school leaders in Europe. Publications Office of the EU. Körkkö, M., Kotilainen, M. R., Toljamo, S., & Turunen, T. (2020). Developing teacher in-service education through a professional development plan. European Journal of Teacher Education 45(3), 320–337. https://doi.org/10.1080/02619768.2020.1827393 López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? International Journal of Educational Research, 120, 102199. https://doi.org/10.1016/j.ijer.2023.102199 Ministerio de Educación y Formación Profesional [MEFP] (2024). Informe final con la propuesta Marco de Competencias Profesionales Docentes. documento-de-debate-24-propuestas-de- reforma-profesi-n-docente.pdf Montero, L. (2022). La formación inicial, ¿puerta de entrada al desarrollo profesional? Educar, 30, 69–80. https://doi.org/10.5565/rev/educar.314 Sánchez-Tarazaga, L., & Manso, J. (2022). Las competencias del profesorado de educación secundaria en España. Archivos Analíticos de Políticas Educativas, 30(8). https://doi.org/10.14507/epaa.30.5831 Sultan, D., & Yaman, M. (2022). A study on teacher competencies of pre-service science teachers. Jurnal Penelitian dan Pembelajaran IPA, 8(2), 153–174. Susinos, T., Romero, J., Ceballos, N. y Saiz, A. (2022). Reforma de la formación inicial de docente en clave ecosocial. La pandemia como maestra. Innovación Educativa, 32, 1-19. Zabalza, M. A. (2022). Calidad docente y calidad de la docencia. Innovación Educativa, 32, 1–13. https://doi.org/10.15304/ie.32.8716 | ||