Peer support among student teachers through close social bonds
This study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on establish...
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| Format: | Article |
| Language: | deu |
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Academy of Cognitive and Natural Sciences
2025-07-01
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| Series: | Освітній вимір |
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| Online Access: | https://acnsci.org/journal/index.php/ed/article/view/955 |
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| author | Knut-Andreas Abben Christophersen Eyvind Elstad Corinna Geppert Astrid Schmidt Are Turmo |
| author_facet | Knut-Andreas Abben Christophersen Eyvind Elstad Corinna Geppert Astrid Schmidt Are Turmo |
| author_sort | Knut-Andreas Abben Christophersen |
| collection | DOAJ |
| description |
This study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on established scales. The survey was validated for internal consistency, resulting in a high response rate. Data were analysed using structural equation modelling, demonstrating an acceptable fit for the proposed model. The results indicate that motivation to become a teacher is the strongest predictor of peer support; altruistic motivation has a weaker correlation. Additionally, teacher self-efficacy during various practicum phases is positively associated with peer support, whereas perceived disciplinary issues in the classroom negatively impact instructional self-efficacy. These findings highlight the need for structured peer support systems in teacher education to enhance student teachers' experiences and for further research into the dynamics of peer relationships in educational settings.
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| format | Article |
| id | doaj-art-c5cf9397f6444147b84de9a039a5bcb9 |
| institution | Kabale University |
| issn | 2708-4604 2708-4612 |
| language | deu |
| publishDate | 2025-07-01 |
| publisher | Academy of Cognitive and Natural Sciences |
| record_format | Article |
| series | Освітній вимір |
| spelling | doaj-art-c5cf9397f6444147b84de9a039a5bcb92025-08-20T03:51:25ZdeuAcademy of Cognitive and Natural SciencesОсвітній вимір2708-46042708-46122025-07-0110.55056/ed.955Peer support among student teachers through close social bondsKnut-Andreas Abben Christophersen0https://orcid.org/0009-0005-9265-7871Eyvind Elstad1https://orcid.org/0000-0003-4369-0040Corinna Geppert2https://orcid.org/0000-0002-0823-5766Astrid Schmidt3https://orcid.org/0009-0000-2333-4773Are Turmo4https://orcid.org/0009-0007-8300-9201University of OsloUniversity of OsloUniversity for Continuing Education KremsKiel UniversityUniversity of Oslo This study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on established scales. The survey was validated for internal consistency, resulting in a high response rate. Data were analysed using structural equation modelling, demonstrating an acceptable fit for the proposed model. The results indicate that motivation to become a teacher is the strongest predictor of peer support; altruistic motivation has a weaker correlation. Additionally, teacher self-efficacy during various practicum phases is positively associated with peer support, whereas perceived disciplinary issues in the classroom negatively impact instructional self-efficacy. These findings highlight the need for structured peer support systems in teacher education to enhance student teachers' experiences and for further research into the dynamics of peer relationships in educational settings. https://acnsci.org/journal/index.php/ed/article/view/955teacher educationpeer supportself-efficacy |
| spellingShingle | Knut-Andreas Abben Christophersen Eyvind Elstad Corinna Geppert Astrid Schmidt Are Turmo Peer support among student teachers through close social bonds Освітній вимір teacher education peer support self-efficacy |
| title | Peer support among student teachers through close social bonds |
| title_full | Peer support among student teachers through close social bonds |
| title_fullStr | Peer support among student teachers through close social bonds |
| title_full_unstemmed | Peer support among student teachers through close social bonds |
| title_short | Peer support among student teachers through close social bonds |
| title_sort | peer support among student teachers through close social bonds |
| topic | teacher education peer support self-efficacy |
| url | https://acnsci.org/journal/index.php/ed/article/view/955 |
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