Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy

Authors

  • Amalía Björnsdóttir University of Iceland, Iceland
  • Knut-Andreas  Christophersen University of Oslo, Norway
  • Eyvind Elstad University of Oslo, Norway
  • Thurídur  Jóhannsdóttir University of Iceland, Iceland
  • Are Turmo University of Oslo, Norway
DOI: https://doi.org/10.23865/nse.v42.3129

Abstract

The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.

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Author Biographies

Amalía Björnsdóttir, University of Iceland, Iceland

School of Education

Knut-Andreas  Christophersen, University of Oslo, Norway

Department of Political Science

Eyvind Elstad, University of Oslo, Norway

Department of Teacher Education and School Research

Thurídur  Jóhannsdóttir, University of Iceland, Iceland

School of Education

Are Turmo, University of Oslo, Norway

Norwegian Centre for Science Education

Published

2022-05-18

How to Cite

Björnsdóttir, A., Christophersen, K.-A., Elstad, E., Jóhannsdóttir, T., & Turmo, A. . (2022). Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy. Nordic Studies in Education, 42(2), 127–142. https://doi.org/10.23865/nse.v42.3129

Issue

Section

Articles

Keywords:

instructional self-efficacy, learner engagement, classroom management, teacher education, structural equation modelling