Strategies for Developing Professional Competencies in Pre-service Teachers’ Educational Internship and Teaching Support Program：Mediated by Teacher Self-efficacy

Abstract

Using teachers' self-efficacy in Bandura's social cognitive theory as a mediator, this study work on how to promote teachers' professional competence in educational internship and teaching support programs for pre-service teachers in order to solve the problem of insufficient teachers' vocational competence in pre-service teacher training, and to provide high-quality teachers for basic education. The study begins with the concept and current status of implementation of the educational internship and teaching support program, and provides an introduction to the main ways to develop the professional competencies of pre-service teachers. Through the four major sources of self-efficacy summarized by Bandura, it analyzes the generation and development of teachers' self-efficacy in the educational internship and teaching support program. It is suggested that colleges and universities and supported schools should promote the enhancement of teachers' ethics, pedagogical competence, student management competence and self-development competence through various strategies such as improving the content of educational internship and teaching program, enhancing external policy and emotional support, strengthening the guidance of educational internship teaching and stimulating the intrinsic developmental motivation.