A comparative study of approaches to fostering stem self-efficacy in teacher education: cases of China and Russia

Abstract

The study aims to identify common challenges and unique approaches in teacher training in China and Russia for overcoming low STEM self-efficacy among student teachers. A comparative analysis of strategies and mechanisms for developing STEM competencies in the educational policies of both countries was conducted, based on A. Bandura's self-efficacy theory and Social Cognitive Career Theory (SCCT). The scientific novelty lies in the systematic comparison of strategies for developing professional readiness within the two educational systems, revealing the influence of institutional and cultural factors on the formation of future teachers' competencies and key differences in their role in addressing the gender gap. As a result, two complementary teacher training strategies were identified: a systemic-preventive strategy in China (institutionalizing gender-sensitive teaching practices through standardized educational modules and canonized role models of women scientists) and a subject-motivational strategy in Russia (reliance on in-depth subject training and individual research mentoring). The formulated conclusions allow for a rethinking of teacher education program content to enhance their effectiveness in preparing educators capable of fostering sustainable STEM self-efficacy in the new generation. Based on the analysis of these strategies, an integrative strategy synthesizing the strengths of both approaches for effectively developing professional self-efficacy among future STEM teachers is proposed.