Pädagogische Vorerfahrungen und ihre Bedeutung für die Kompetenzeinschätzung und das Flow-Erleben beim Unterrichten im Praxissemester

The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic

“…In terms of prior pedagogical experiences, students with high prior pedagogical experiences who also started the semester with higher self-efficacy for student engagement showed less of a decline in self-efficacy for student engagement across the semester than students with low prior pedagogical experiences. Previous research has suggested that prior pedagogical experiences could be a protective factor in the development of teacher self-efficacy ( Römer et al, 2018 ). In our study, it appeared to have either no effect or a protective effect, depending on the starting level and the facet of teacher self-efficacy.…”

“…substitute teacher, assistant teacher)’. The measure has been used previously with student teachers in Germany, and has good validity ( Römer et al, 2018 ). Psychometric data for the present study, reported in Table 1 below, were good.…”

“…However, since women were more likely than men to have seen a greater increase in childcare responsibilities during the first COVID-19 lockdown ( Sevilla & Smith, 2020 ), it is possible that this may have resulted in gender differences, with women reporting lower levels of teacher self-efficacy due to fewer opportunities to engage with their studies. Secondly, with regard to prior experience, student teachers with greater prior pedagogical experience have been found to perceive themselves as more competent in a range of teaching activities ( Römer et al, 2018 ). However, the relation between prior pedagogical experience and perceived competence can decrease following practical experience ( Römer et al, 2018 ), perhaps as increased experience leads student teachers to identify gaps in their teaching ability.…”

“…Secondly, with regard to prior experience, student teachers with greater prior pedagogical experience have been found to perceive themselves as more competent in a range of teaching activities ( Römer et al, 2018 ). However, the relation between prior pedagogical experience and perceived competence can decrease following practical experience ( Römer et al, 2018 ), perhaps as increased experience leads student teachers to identify gaps in their teaching ability. Thus, students who missed out on the school practicum, but who already had previous experiences working with students, may have been more likely to begin the COVID-19 semester with higher initial teacher self-efficacy, and been at less risk of it stagnating or declining during the online semester, than students starting the semester with lower prior pedagogical experience.…”

“…In addition, we examined whether individual characteristics of student teachers moderate the expected differential development of teaching self-efficacy. Specifically, we focused on student teachers' gender, since female teachers typically report lower teacher self-efficacy than male teachers ( Skaalvik & Skaalvik, 2007 ), as well as prior pedagogical experience, which has been shown to be a potentially protective factor in the development of teacher self-efficacy ( Römer et al, 2018 ).…”