The role of teacher identity in teacher self-efficacy development: the case of Katie

Abstract This article illustrates the role of teacher identity in self-efficacy development during initial education. It has been posited that develops on basis information accessed through four sources: vicarious and enactive experiences, social persuasion, physiological affective states, by interacting with a myriad personal external factors. The very process development, however, is not well understood. phenomenological longitudinal qualitative case study contributes to addressing this issue illustrating how pre-service secondary mathematics teacher’s affected way she sees herself. More specifically, aspects strong student negatively affect appraisal, her identity, emerging processes autonomous enactment verification, supports development.