Preservice Teachers’ Self-efficacy Research On The Influence And Promotion Strategies Of Mixed Teaching Competency

Since the OECD has focused on the exploration and innovation of the global education governance system,teaching competence has been highly praised and discussed by experts and research teams in the field of education around the world.In recent years,the mixed teaching mode of online and offline integration has been constantly applied and practiced.While improving the organization and planning of the curriculum,it also puts forward higher requirements for the mixed teaching competency of the teacher group.As a preparatory group for teachers to enter the teaching work formally,preservice teachers are the core of mixed teaching competency training.At this stage,a large number of theoretical tests and practical tests show that,as one of the basic characteristics of preservice teachers,self-efficacy not only has a strong intervention,but also has an interaction with mixed teaching competency.In order to explore the effective path to enhance the mixed teaching competency of preservice teachers,this research first constructs a cross lag model by using the data of longitudinal tracking T1 and T2 time points,finds out the interaction mechanism between self-efficacy and mixed teaching competency,and designs a structural equation model based on the results of the survey,taking the dimensions of teachers’ self-efficacy and mixed teaching competency as the relationship factors,while aiming at time Multi group analysis of gender variables was carried out to further explore the promotion strategies of preservice teachers’ mixed teaching competency.The specific research contents are as follows:Design and revision of survey tools.Based on two more authoritative self-efficacy scales and two mixed teaching competency questionnaires,this study developed corresponding measurement tools for the dimensions of the two indicators,and tested the reliability and validity of the scale and questionnaire according to the data results of some subjects.Finally,it was determined that the scale and questionnaire were equipped with six basic information items,including three dimensions of the self-efficacy scale,a total of 16 items,The mixed teaching competency questionnaire contains four dimensions,with a total of 30 questions.To explore the causal relationship between preservice teachers’ self-efficacy and mixed teaching competency.The pre-survey of this study selected the preservice teachers in the senior year of a provincial key comprehensive university in Jilin Province as the research object,and distributed the self-efficacy scale and the mixed teaching competency questionnaire to them,with the interval of 4 months.The first measurement time T1 is August2021,and there are 290 effective subjects in total;The second measurement time T2 is December 2021,and the effective number of subjects this time is 276.The results of cross lag analysis show that:(1)There is a two-way predictive effect between preservice teachers’ self-efficacy and mixed teaching competency.(2)The effect and positive predictive value of T1 time self-efficacy on T2 time mixed teaching competency are significantly higher than that of T1 time mixed teaching competency on T2 time self-efficacy,there is a causal relationship between self-efficacy and mixed teaching competency,and the former is the cause and the latter is the result.(3)Gender factors may affect self-efficacy and mixed teaching competency.Look for the influence path of improving preservice teachers’ mixed teaching competency based on self-efficacy.The formal survey of this study selected the preservice teachers in Grade 4 of A and B provincial normal colleges in Jilin Province as the survey objects,and distributed the self-efficacy scale and the mixed teaching competency questionnaire to them,with the interval of 4 months.The first measurement time t1 is March2022,and there are 735 effective subjects in total;The second measurement time t2 is July2022,and the effective number of subjects this time is 722.The results of multi group analysis show that:(1)Strengthening classroom management and teaching strategy factors has significantly improved all dimensions of preservice teachers’ mixed teaching competency.(2)Strengthening the factors of teachers’ participation in students’ classroom can significantly improve the level of preservice teachers’ teaching ability.Propose the promotion strategy of preservice teachers’ mixed teaching competency.This research is based on the conclusions obtained from the pre-investigation and formal investigation.First,it proposes nine strategies to improve the mixed teaching competency of preservice teachers from the perspective of individual preservice teachers,and then gives four types of reference suggestions that can effectively implement the improvement strategies from the perspective of the government and universities on the training of preservice teachers.