Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

D.A.G. Berg; Einar M Skaalvik; M. Asil; Mary F Hill; Marit Uthus; T.N. Tangen; J.K. Smith

doi:10.1016/j.tate.2023.104041

Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

D.A.G. Berg^*
, Einar M Skaalvik^*
, M. Asil^*
, Mary F Hill^*
, Marit Uthus^*
, T.N. Tangen^*
, J.K. Smith^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › Research › peer-review

19 Citations (Scopus)

182 Downloads (Pure)

Abstract

In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We found that altruism, personal fit with teaching, and job security were the strongest reasons for going into teaching in both samples, and that teacher self-efficacy is related to motives for entering initial teacher education.

Original language	English
Article number	104041
Pages (from-to)	1-14
Number of pages	14
Journal	Teaching and Teacher Education
Volume	125
DOIs	https://doi.org/10.1016/j.tate.2023.104041
Publication status	Published - Apr 2023
Externally published	Yes

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Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New ZealandFinal published version, 428 KBLicence: CC BY-NC-ND

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title = "Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand",

abstract = "In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We found that altruism, personal fit with teaching, and job security were the strongest reasons for going into teaching in both samples, and that teacher self-efficacy is related to motives for entering initial teacher education.",

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AU - Berg, D.A.G.

AU - Skaalvik, Einar M

AU - Asil, M.

AU - Hill, Mary F

AU - Uthus, Marit

AU - Tangen, T.N.

AU - Smith, J.K.

PY - 2023/4

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N2 - In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We found that altruism, personal fit with teaching, and job security were the strongest reasons for going into teaching in both samples, and that teacher self-efficacy is related to motives for entering initial teacher education.

AB - In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We found that altruism, personal fit with teaching, and job security were the strongest reasons for going into teaching in both samples, and that teacher self-efficacy is related to motives for entering initial teacher education.

UR - https://www.scopus.com/pages/publications/85147858430

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DO - 10.1016/j.tate.2023.104041

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SP - 1

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 104041

ER -

Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

Abstract

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