What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-08-01 DOI:10.1016/j.edurev.2023.100552

Sog Yee Mok , Daniela Rupp , Doris Holzberger

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Abstract

During the early stages of the teaching profession, pre-service and beginning teachers often participate in individual support activities intended to develop their teacher self-efficacy. These individual support activities (modeling, feedback on lesson plans or lessons, and reflection) are provided as part of an intervention by a mentor, cooperating teacher, instructor, or supervisor. We conducted a meta-analysis to investigate the effectiveness of these interventions and the individual support activities for pre-service and beginning teachers’ self-efficacy. We found a medium-sized overall effect of interventions on teacher self-efficacy based on 28 studies (49 effect sizes) in our meta-analysis. Providing feedback on lesson plans amplified the intervention effect (large effect). However, this moderator effect slightly missed the significance level of 0.05. The moderator effect of providing feedback on lesson plans was stable after controlling for mastery experiences and methodological moderator variables. Implications for future interventions regarding teacher self-efficacy for early career teachers are discussed.

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在干预措施中，什么样的个人支持活动可以培养职前和初任教师的自我效能感？荟萃分析

在教师职业的早期阶段，职前教师和初任教师经常参加旨在培养教师自我效能感的个人支持活动。这些个人支持活动（建模、对课程计划或课程的反馈以及反思）是由导师、合作教师、讲师或主管作为干预的一部分提供的。我们进行了一项荟萃分析，以调查这些干预措施的有效性以及个体支持活动对职前和初任教师自我效能的影响。基于我们的荟萃分析中的28项研究（49个效应大小），我们发现干预措施对教师自我效能感的总体影响中等。对课程计划提供反馈放大了干预效果（大效果）。然而，这种调节效应略微偏离了0.05的显著性水平。在控制了掌握经验和方法论调节变量后，对课程计划提供反馈的调节效应是稳定的。讨论了未来对早期职业教师自我效能感干预的影响。

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来源期刊

Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.40

自引率

0.90%

发文量

审稿时长

57 days

期刊介绍： Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.