Pirjo Kulju, Riikka Anttonen, and Carita Kiili, Emile Finland*
University of Tampere
Abstract:
One pivotal characteristic of proficient teachers is their
sense of capability in supporting their students’ learn-
ing; in other words, they have high teacher self-efficacy
(Bandura, 1997). Specifically, pre-service teachers and
beginning teachers need support in bolstering their con-
fidence in teaching (Mok et al., 2023). Nevertheless, even
more experienced teachers may occasionally feel insecure
when confronted with new teaching demands. Given the
rapid development of technology, one area that is in con-
stant change is the requirements for reading (Leu et al.,
2013). Therefore, it is crucial to enhance teacher’s confi-
dence in developing their reading instruction, enabling
them to effectively address, for example, the new critical
reading demands of online contexts (e.g., distinguishing
accurate information from inaccurate information).
