Pre-service teachers’ self-efficacy for collaborative practices during their first field practice.

Successful professional collaboration practices are at the core of the teaching profession; collaborative practices with parents and with other teachers. The first was previously shown to have a positive impact on pupils’ academic outcomes, school behavior, and well-being. The latter has been linked to using more innovative pedagogies and greater job satisfaction. Chain-graph models were used to investigate the relationships between pre-service teachers’ self-efficacy for participating in four professional collaborative practices during first field practice, and how these were affected by previous teaching experience, admission background, amount of field practice experience in schools, and gender and age, while simultaneously assessing the mutual relationship between the self-efficacy for the professional collaboration practices. The single professional collaboration practices were positively correlated, self-efficacy for teacher collaboration was positively correlated to prior teaching experience, and having experienced field practice day visits in schools was associated with lower self-efficacy than was no field practice experience.