Situational fluctuations in student teachers’ self-efficacy and its relation to perceived teaching experiences and cooperating teachers’ discourse elements during the teaching practicum

This study examined situational fluctuations in student teachers’ (N = 120) development self-efficacy during a three-week teaching practicum Switzerland. Situational measurements (state) were assessed six-lesson unit on written argumentation. Results showed that intra-individual state increased the practicum. However, multilevel regression models indicated fluctuated considerably with approximately 30% of variance being located at lesson level. variation was predicted by mastery experiences (i.e., experience competence and instructional quality) cooperating discourse elements conferences co-constructive planning, teacher orientation).