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 teachers’ self-efficacy. We found a medium-sized overall effect of interventions on teacher self-efficacy based on 28 studies (49 effect sizes) in our meta-analysis. Providing feedback on lesson plans amplified the intervention effect (large effect). However, this moderator effect slightly missed the significance level of 0.05. The moderator effect of providing feedback on lesson plans was stable after controlling for mastery experiences and methodological moderator variables. Implications for future interventions regarding teacher self-efficacy for early career teachers are discussed.

在教学职业的早期阶段，职前教师和新教师经常参加旨在发展教师自我效能的个人支持活动。这些个人支持活动（建模、对课程计划或课程的反馈以及反思）是导师、合作教师、讲师或主管干预的一部分。我们进行了一项荟萃分析，以调查这些干预措施以及对职前和初任教师自我效能感的个人支持活动的有效性。根据我们的荟萃分析中的 28 项研究（49 项效应大小），我们发现干预措施对教师自我效能感具有中等程度的总体影响。提供对课程计划的反馈放大了干预效果（大效果）。然而，该调节效应略微低于 0.05 的显着性水平。在控制掌握经验和方法调节变量后，提供课程计划反馈的调节效应是稳定的。讨论了对早期职业教师的教师自我效能感的未来干预措施的影响。