What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis

Mok, Sog Yee; Rupp, Daniela; Holzberger, Doris

doi:10.1016/j.edurev.2023.100552

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Mok, S. Y., Rupp, D., & Holzberger, D. (2023). What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis. Educational Research Review, 40, 100552. https://doi.org/10.1016/j.edurev.2023.100552

Abstract

During the early stages of the teaching profession, pre-service and beginning teachers often participate in individual support activities intended to develop their teacher self-efficacy. These individual support activities (modeling, feedback on lesson plans or lessons, and reflection) are provided as part of an intervention by a mentor, cooperating teacher, instructor, or supervisor. We conducted a meta-analysis to investigate the effectiveness of these interventions and the individual support activities for pre-service and beginning