Stepping stones to success: A quasi-experimental quantitative study on how increased internships shape teaching self-efficacy in Chinese preservice teachers, moderated by self-directed learning and career adaptability

Internship experiences significantly aid preservice teachers in transitioning from theory to practice and in adapting to real-world teaching environments, enhancing their teaching self-efficacy (TSE). Challenges like inadequate mentorship can hinder TSE, risking burnout. This study investigates whether increased internship experience further improves TSE and how career readiness dispositions, such as career adaptability (CA) and self-directed learning (SDL), moderate this relationship. A quasi-experimental study with 676 Chinese preservice teachers revealed that those with more internship experience demonstrated higher and more stable TSE. SDL was found to be a stronger moderator than CA, highlighting the importance of cognitive self-regulation.