Teacher self-efficacy is understood as a teacher’s belief in his or her ability to successfully accomplish a specific teaching task in a particular context. Studies have been undertaken to determine preservice teachers’ self-efficacy in particular curriculum areas, but none have been completed that relate to the teaching of Religious Education (RE). This article reports on the findings of research undertaken with a group of preservice teachers preparing to teach RE in Catholic secondary schools in Melbourne, Victoria. The preservice teachers (PSTs) were enrolled in the Graduate Certificate in Religious Education (GCRE), which is the qualification undertaken by preservice teachers at Australian Catholic University (ACU). The course consists of four units—two in theology and two in RE. A group of preservice teachers at Australian Catholic University who were enrolled in the GCRE were asked to participate in the research about their self-efficacy to teach RE. The results of the research outlines the importance of self-efficacy to the task of teaching and to teaching of the specialist area of RE in Catholic schools. The outcomes of the research indicated that the group of preservice RE teachers had higher levels of self-efficacy to teach RE at the end of the unit than they had at the beginning. This finding, which confirmed research conducted in other curriculum areas, was that preservice teachers’ self-efficacy was enhanced by their participation in the unit.

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职前教师准备教宗教教育的自我效能感

教师的自我效能感是指教师对自己在特定情况下成功完成特定教学任务的能力的信念。已经进行了研究以确定职前教师在特定课程领域的自我效能，但是还没有完成与宗教教育（RE）的教学有关的研究。本文报告了与一组准备在维多利亚州墨尔本市的天主教中学教RE的职前教师进行的研究结果。职前教师（PST）已加入宗教教育研究生证书（GCRE），该证书是澳大利亚天主教大学（ACU）职前教师承担的资格。该课程由四个单元组成，其中两个是神学课程，两个是RE课程。一群参加了GCRE的澳大利亚天主教大学的职前教师被邀请参加有关他们对RE教学的自我效能的研究。研究结果概述了自我效能感对教学任务和天主教学校可再生能源专业领域教学的重要性。研究结果表明，职前可再生能源教师组在单元末尾的教学自我效能水平高于开始时。这一发现证实了在其他课程领域中进行的研究，结果是，岗前教师的参与提高了他们的自我效能。研究结果概述了自我效能对于天主教学校中的教学任务和RE专业领域的教学的重要性。研究结果表明，职前可再生能源教师组在单元末尾的教学自我效能水平高于开始时。这一发现证实了在其他课程领域中进行的研究，结果是，岗前教师的参与提高了他们的自我效能。研究结果概述了自我效能对于天主教学校中的教学任务和RE专业领域的教学的重要性。研究结果表明，职前可再生能源教师组在单元末尾的教学自我效能水平高于开始时。这一发现证实了在其他课程领域中进行的研究，结果是，岗前教师的参与提高了他们的自我效能。