Pre-service Teachers’ Self-efficacy for Teaching Simulations and Mathematical Modelling with Digital Tools

High self-efficacy of teachers represents an important aspect of their professional competence and a significant factor influencing the quality of teaching. Accordingly, it seems sensible to already promote self-efficacy in teacher education. We focus on domain-specific self-efficacy for teaching simulations and mathematical modelling with digital tools of pre-service mathematics teachers. In a quantitative study with a pre-post design and a sample of N = 146 pre-service mathematics teachers, we investigate how self-efficacy develops on the scales tasks and lesson through participation in a university course with practical activities. The data show that participation in the course can indeed promote the domain-specific self-efficacy. We then discuss the results based on the sample composition and the intervention.