ABSTRACT Centering on cognitive and reflective development of pre-service primary school teachers, this study aimed to contribute new understanding of how teacher identity is formed through increased teacher self-efficacy by preservice teachers trained in cognitive coaching developed by the researcher. Its purpose was three-fold: examining the impact of cognitive coaching on: (1) development of student teachers’ reflective practice in planning and conducting a lesson, (2) teacher sense of efficacy, and (3) identity formation. A cognitive coaching program, for which 26 student teachers were trained, was mainly prepared to focus on cognitive coaching. Obviously, treatment had a significant impact on both teacher sense of efficacy and formation of professional identity. Findings suggest new principles and practical implications for teacher trainers on how cognitive coaching could be implemented both in teacher training and school-based contexts to seek the paths to increase teacher sense of efficacy and help shape teacher identity.

中文翻译：

---

认知教练：一种强大的监督工具，可提高老师的效能感并塑造老师的身份

摘要本研究围绕职前小学教师的认知和反思发展，旨在通过研究人员开发的接受认知教练培训的职前教师通过提高教师的自我效能感，对教师身份的形成形成新的认识。其目的有三个方面：研究认知教练对以下方面的影响：（1）在计划和实施课程时发展学生教师的反思性实践；（2）教师的效能感；以及（3）身份形成。培训了26名学生教师的认知教练计划，主要是准备着重于认知教练。显然，治疗对教师的效能感和专业身份的形成都具有重大影响。