Pedagogical Support for Professional Self-Efficacy of Future Teachers in Distance Learning Environment

In contemporary pedagogical literature about professional self-awareness of future teachers, significant emphasis is placed on the phenomenon of self-efficacy. Self-efficacy is seen as essential for the effective organization of pedagogical activities. Consequently, the cultivation of professional self-efficacy becomes a critical component of early-stage teacher training. Understanding one’s own competence is a fundamental prerequisite for successful pedagogical activity and for charting an independent career path. The research analysis enables to state that in higher education, the goals should extend beyond the mere acquisition of knowledge, skills, and abilities. Universities must also foster a holistic self-concept among students as professionals. This includes instilling a professional worldview, professional ethos, and an understanding of norms and rules as benchmarks for self-assessment.Pedagogical support for the development of professional self-efficacy in higher education not only links the content of competencies but also facilitates the identification of interests, values, opportunities, and strategies for overcoming challenges during pedagogical practice. It contributes to the evolution of personal qualities crucial for future success in the profession.Our research aims to empirically demonstrate that pedagogical support for future teachers significantly enhances the development of their professional self-efficacy. Subsequently, we designed and tested a pedagogical support program, which produced positive improvements in all measured indicators at the control stage confirming the effectiveness of the program.