A Study On Self-efficacy Of China's University-based Teacher Educators

Teacher educators,a special group of teachers,have been increasingly recognized as an important role in teacher education.This study tries to seek the self-efficacy of teacher educators at China's university-based teacher education.The research goals of this research are to investigate peculiarities of teacher educators' self-efficacy in China's universities,to obtain a holistic understanding of the current level of the China's university-based teacher educators' self-efficacy,and to explore its impact factors as well as its impact on teacher educators' professional development.Qualitative and quantitative methods are adopted in this research.174 subjects from 7 provinces and 3 municipalities participate in this study.Based on adequate analysis of related documents and literatures,university-based teacher educators' self-efficacy is measured from five dimensions: instruction strategies,classroom management,students' engagement,academic research and performance evaluation.Based on careful analysis of the research data,it can be shown that China' university-based teacher educators' self-efficacy is generally at a medium level.And their self-efficacy of academic research and performance evaluation are comparatively lower than the other three dimensions of self-efficacy.Besides,T-test and ANOVA are used to analyze the relationship between self-efficacy and some factors related to teacher educators' professional development and careful research data shows that teacher educators' self-efficacy and professional development have close interrelationship.Finally,implications are proposed for teacher educators and education administrators in China's universities so as to improve teacher educators' self-efficacy and promote their professional development.