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Preservice Teacher Self-Efficacy Beliefs

An Opportunity to Generate “Good Research” in the Asia-Pacific Region

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Asia-Pacific Perspectives on Teacher Self-Efficacy

Abstract

This chapter examines how teachers’ self-efficacy beliefs can lead to the enhanced wellbeing of students, teachers, and preservice teachers. We first present a brief historical tour of the construct of teacher self-efficacy, followed by findings of research pertaining to preservice and in-service teacher self-efficacy beliefs. We then describe how teacher self-efficacy beliefs have been measured and the challenges associated with the measurement of this construct.

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Authors and Affiliations

  1. College of Education, University of Otago, New Zealand

    David A. G. Berg

  2. College of Education, University of Otago, New Zealand

    Lisa F. Smith

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  1. David A. G. Berg
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  2. Lisa F. Smith
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Editor information

Editors and Affiliations

  1. University of Gothenburg, Sweden

    Susanne Garvis

  2. Griffith University, Australia

    Donna Pendergast

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Berg, D.A.G., Smith, L.F. (2016). Preservice Teacher Self-Efficacy Beliefs. In: Garvis, S., Pendergast, D. (eds) Asia-Pacific Perspectives on Teacher Self-Efficacy. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-521-0_1

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  • DOI: https://doi.org/10.1007/978-94-6300-521-0_1

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