Abstract
This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy construct and the bi-factor model as underlying structure, reflecting a teacher competence framework. Factor loadings of the bifactor model evidenced the theoretical assumption that incipient student teachers enter the programme with a global undifferentiated sense of teacher self-efficacy, having teaching experiences a further differentiation takes place to a partly differentiated sense of teacher self-efficacy. Logistic regression analysis revealed that the measure succeeds in predicting students’ first-year outcomes and delivered evidence for the diagnostic value of the scale.
Original language | English |
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Pages (from-to) | 169-179 |
Number of pages | 11 |
Journal | Studies in Educational Evaluation |
Volume | 39 |
Issue number | 3 |
DOIs | |
Publication status | Published - Sept 2013 |
Keywords
- Student evaluation
- Student teacher self-efficacy measure
- Competence-based education
- Evaluation methods
- BELIEFS
- SENSE
- FRAMEWORK
- BIFACTOR