<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michal Novocký</style></author><author><style face="normal" font="default" size="100%">Renáta Orosová</style></author><author><style face="normal" font="default" size="100%">Beáta Sakalová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SELF-EFFICACY OF PRE-SERVICE TEACHERS: FACTORS THAT STRENGTHEN ITS COMPONENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher training</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers’ self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">university education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714172</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The foundation for the successful work of pre-service teachers in the education of students lies in their professional and pedagogical knowledge and skills, reinforced by self-confidence in applying them when addressing more demanding situations in classrooms. This study aimed to examine the perceived efficacy of pre-service teachers. The research was conducted on a sample of 141 pre-service teachers from Pavol Jozef Šafárik University in Košice. Exploratory factor analysis was employed to validate the research instrument (the shortened, revalidated version of the Ohio State Teacher Efficacy Scale), indicating the existence of three factors (perceived efficacy in adapting teaching to students, managing the classroom, and providing students with learning challenges), as the original model tested by confirmatory factor analysis did not sufficiently fit the data obtained from respondents. The research assessed factors influencing the self-efficacy of pre-service teachers. These factors included gender, field of study, motivation for choosing teacher education, types of teaching practice completed, and courses/subjects related to inclusive education. Significant differences were observed in adapting teaching to students in terms of motivation for teaching, and in adapting teaching and providing students with learning challenges in terms of completed teaching practice. The results in the context of a specifically focused study suggest that, to strengthen these components of pre-service teachers’ self-efficacy, it would be beneficial for university instructors to understand pre-service teachers’ motivation to pursue a teaching career, support the development of their professional identity, and foster more reflective teaching practice through mentors in schools.  </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">807-822</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valéria C. Santos</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">community of practice</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420057005.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">57</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers.  Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of São Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of São Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">124-132</style></section></record></records></xml>