Practical learning opportunities and changes in teachers’ self-efficacy beliefs: Does the development of bachelor student teachers’ competence differ before and during COVID-19?

Abstract This article investigates changes in student teachers’ teacher self-efficacy beliefs (SEBs) as part of their competence development during three-year bachelor’s program and how these can be explained through practical learning opportunities. Using two cohorts who studied prior to COVID-19, differences the are analyzed longitudinally over three time points. Unexpectedly, no increase SEBs was observed; rather, a significant decline identified, with little relevance for cohort had before medium pandemic. At end program, students pandemic reported slightly higher levels than those study A path model indicates that studying negatively impacted both opportunities SEBs, whereas positively changes. The findings’ implications initial education discussed.