Table 1 Frameworks for sources of self-efficacy
From: Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers
Bandura’s (1997) Sources of self-efficacy framework | ||
|---|---|---|
Enactive mastery experience | Past perceived successes at performing/completing a teaching task. | |
Vicarious experience | Symbolic modeling | Watching a teacher model’s successful classroom implementations via visual media. |
Effective actual modeling | Observing a teacher model’s successful classroom implementations. | |
Cognitive self-modeling | Imagining themselves performing teaching practices successfully | |
Self-modeling | Watching and reflecting upon teachers’ own teaching performances (videotaped lessons) | |
Social persuasion | Constructive feedback and positive talk about one’s teaching performances provided by a mentor, peer, or instructor | |
Physiological and emotional states | Experiences of strong reactions such as stress, anxiety, or excitement to teaching-related tasks | |
|  | Palmer’s (2006) Sources of self-efficacy framework | |
Mastery experience | Cognitive pedagogical mastery | Enhanced understanding of pedagogical approaches and methods necessary to teach the subject matter |
Cognitive content mastery | Enhanced understanding of subject matter content knowledge | |
Vicarious experience | Simulated modeling | An instructional model in which prospective teachers play the role of students in teaching and engaging in class activities |