General pedagogical knowledge,self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education |
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| Institution: | 1. Faculty of Psychology and Educational Sciences–ITEC (Imec Research Group), Kulak, KU Leuven, Belgium;2. Empirical School Research and Interdisciplinary Center for Empirical Research on Teachers and Teaching, University of Cologne, Germany;1. Institute of Education, University of Tartu, Salme 1a, Tartu, Estonia;2. Department of Psychology, University of Belgrade, Čika-Ljubina 18-20, Belgrade, Serbia;1. College of Education, Sultan Qaboos University, Oman;2. College of Education, Ain Shams University, Egypt;3. Center for Research on Sustainable Leadership, College of Management, Mahidol University, Thailand;4. Dept. of Educational Leadership and Management, University of Johannesburg, South Africa;1. Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium;2. Department of Teacher Training, Vives, Belgium;3. Department of Mathematics, KU Leuven, Belgium;1. University of Freiburg, Department of Educational Science, Germany;2. University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Germany;3. Institute for Educational Analysis (IBBW) and University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Germany |
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| Abstract: | Teachers’ professional competence is composed of cognitive (professional knowledge) and affective (professional beliefs) components. These components are generally assumed to be related and to impact instructional practice. However, studies simultaneously relating cognitive and affective components to instructional practice are scarce. The present study investigates the relationship between general pedagogical knowledge (GPK), self-efficacy beliefs (SE), and reported instructional practice based on a sample of 342 pre-service teachers. No significant association was observed between GPK and SE. Furthermore, SE significantly predicted all investigated reported instructional practices, although GPK only predicted reported instructional practices that dealt with student support and provision of structure. |
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| Keywords: | General pedagogical knowledge Self-efficacy Instructional practice Pre-service teachers |
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