Opettajaopiskelijan minäpystyvyys ja siihen liittyvät lähteet erilaisissa aineen opettamisen tilanteissa

A teacher’s self-efficacy is confidence in the power and meaning of one’s own teaching. The main research task was to search for the factors that raise and lower student teachers’ self-efficacy beliefs in different teaching situations, mainly guided by socio-cognitive theory. We videotaped the guided practice lessons of nine student teachers and interviewed them using the video tape as memory support (Stimulated Recall interview). The interviews were recorded, transcribed and analyzed using thematic analysis. The study shows that the feeling of self-efficacy can vary even during one lesson (n = 4). New evidence came from subject knowledge as a source of self-efficacy. Improving the teacher’s self-efficacy, especially in terms of guiding students’ work and the functionality of the learning material, came to the fore. Our research shows that self-efficacy and the factors that build it can and should be studied also ”microscopically”, drilling into different teaching situations during the lesson. This analysis focusing on the dynamics of teaching and the relationship between sources of self-efficacy offers opportunities to understand how student teachers learn and develop.