Abstract
This study investigated the effect of faculty mentoring on the self-efficacy beliefs of pre-service teacher (PST) candidates. Between 2023 and 2024, eight PSTs took part in a two-week international teaching experience. The overall experience was built on Bandura’s sources of self-efficacy (1997). For the study, we used Tschannen-Moran and Woolfolk-Hoy’s Teacher Sense of Self-Efficacy Scale (1998) to measure the PSTs’ sense of self-efficacy before and after the experience. We utilized a convergent mixed-methods research design to gain a comprehensive understanding of the effect of faculty mentoring upon the PSTs’ sense of self-efficacy. The results of our study showed that faculty support is critical for the PSTs’ sense of self-efficacy; real-time feedback allows for PSTs to immediately apply faculty recommendations in the classroom; and PSTs felt more comfortable and confident in teaching by participating in a non-evaluative student teaching experience.
Recommended Citation
George, J.,
&
Johnston, J.
(2026).
Effects of an International Teaching Experience on Pre-Service Teacher Self-Efficacy.
International Christian Community of Teacher Educators Journal, 21(1).
DOI: https://doi.org/10.55221/1932-7846.1365
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, International and Comparative Education Commons, Teacher Education and Professional Development Commons