2022 Volume 46 Issue 2 Pages 405-418
The purpose of this study was to examine the effects of the involvement of mentor and pre-aspiration for the teaching profession on post-aspiration for the teaching profession mediated by engagement in student teaching and the moderation effect of student teaching's demands on the influence process to be examined. A web-based survey was conducted on 240 students in a teacher training course. The results showed that: (1) the provision of knowledge about school education and student teaching life by the mentor was positively related to self-efficacy and desire to become a teacher through engagement in student teaching; (2) the effect of engagement in student teaching was greater for classroom management efficacy and student understanding efficacy, but smaller for instruction efficacy; (3) there was no moderation effect of the student teaching's demand on the influence process examined. These results suggest that providing knowledge about school education and student teaching life from the mentor may effectively increase teacher efficacy and desire to become a teacher, especially a classroom management efficacy and student understanding efficacy.
