Disentangling within- and between-person dynamics of pre-service teachers’ self-efficacy for learning and teaching

Key Points

• The research aims to differentiate between task-specific self-efficacy and teaching self-efficacy in pre-service teachers.
• Longitudinal design with eight measurement occasions
• Application of Random-Intercept Cross-Lagged Panel Model
• Identified distinct dynamics between task-specific and teaching self-efficacy over time
• Highlighted the impact of mathematics as a challenging domain on self-efficacy development