Matthew Brown - Finding Their Footing in the Classroom

Finding Their Footing in the Classroom: Preservice Teachers’ Teacher Identity and Developing Teacher Self-Efficacy Matthew Brown, The Master's University This mixed-methods study examined the relationship between preservice teachers’ identities and teacher self-efficacy in a residency-style program. Participants entered with strong teacher identities but lower teacher self-efficacy; mentoring and autonomy supported growth. Findings revealed programs should distinguish identity from efficacy and cultivate mentoring that supports confident enactment of professional identities.