ABSTRACT

Recent research has reported that prospective teachers fail to acquire sufficient content knowledge and develop strong teaching self-efficacy. According to a large and growing body of literature, instructional behaviours that result in “autonomy support, structure, and involvement” significantly contribute to student outcomes at all levels of education. However, there remains a paucity of evidence on how these instructional behaviours influence pre-service teachers’ learning motivation and teaching self-efficacy, which are robust predictors of their learning and teaching effectiveness. This study examined the relationship between the perceived instructional behaviours of teacher educators (i.e. instructional clarity, instructional support and feedback, instructional support for student autonomy, and instructional support for cooperative learning) and pre-service teachers’ learning motivation and teaching self-efficacy. Data were collected from randomly-selected first-year pre-service secondary teachers (N = 601) at regional teacher training centres in Cambodia using adapted scales on instructional behaviours, learning motivation, and teaching self-efficacy. Structural equation analyses revealed that perceptions of teacher educators’ instructional behaviours were significantly associated with pre-service teachers’ intrinsic learning motivation and teaching self-efficacy. This study extends the understanding of antecedents of learning motivation and teaching self-efficacy among pre-service teachers as well as highlights the need for incorporating these instructional behaviours into pre-service instruction in order to encourage the establishment of effective teachers for the education system.

摘要

最近的研究报告称，未来的教师无法获得足够的内容知识，也无法培养出强大的教学自我效能感。根据大量且不断增加的文献，导致“自主支持、结构和参与”的教学行为显着有助于各级教育的学生成果。然而，关于这些教学行为如何影响职前教师的学习动机和教学自我效能感的证据仍然很少，而这些是他们学习和教学效果的有力预测指标。本研究考察了教师教育者的感知教学行为（即教学清晰度、教学支持和反馈、对学生自主性的教学支持、和合作学习的教学支持）和职前教师的学习动机和教学自我效能感。数据是从柬埔寨地区教师培训中心随机选择的一年级职前中学教师 (N = 601) 收集的，使用的是关于教学行为、学习动机和教学自我效能的调整量表。结构方程分析表明，教师教育者的教学行为感知与职前教师的内在学习动机和教学自我效能显着相关。