Pathway to Teacher Self-Efficacy: Exploring the Emerging Professional Identities of Preservice Teachers

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Student and Educator Identity Development: Ecological Systems, Self-Efficacy, and Community Counterspaces (Table 9)

Abstract

This study investigates the formation of teacher self-efficacy in preservice teachers (PSTs) within a teacher preparation program on the U.S. West Coast. Grounded in the Phenomenological Variant of Ecological Systems Theory (PVEST), the study explores how sociocultural and teacher identities contribute to self-efficacy and resilience. Using a convergent parallel mixed-methods design, the study collects data through surveys, interviews, and reflective journals from a cohort of PSTs during the 2024-25 academic year. The findings aim to guide the teacher preparation program involved in the study to foster positive teacher identity development, potentially reducing teacher attrition by addressing teacher identity crises and strengthening teacher self-efficacy.

Author

• Matthew Brown, Johns Hopkins University