This book explored and compared American preservice teachers' teaching self-efficacy beliefs with those of their Chinese counterparts. More specifically, three areas were explored in this study: 1) participants' motivations to become a teacher, 2) their perceptions about teaching professional characteristics, and 3) their teaching self-efficacy beliefs about content knowledge, pedagogical skills, and classroom management strategies. This book helps teacher educators gain insight into their own as well as other teacher education programs and goals and philosophies of these programs, which have been cultivated and developed from two very different settings. Thus, teacher educators of both countries will be able to identify the strengths and weaknesses of their own as well as the other's teacher preparation programs.
