Investigating the Relationship Between Teacher Education Learning Environments, Pedagogical Readiness, and Equity-Based Teaching Self-Efficacy

Grounded in social cognitive and achievement goal theories, this study examines how teacher education environments shape pedagogical readiness and equity-based teaching selfefficacy among 413 pre-service teachers in China. Mastery goal structures were positively associated with both preparedness and efficacy, whereas performance goal structures showed weaker effects. Teacher preparedness — specifically in Relational and instructional preparedness — acted as a key mediator. These findings highlight the value of mastery-oriented teacher education programs that develop both Relational and instructional preparedness. Strengthening equity-focused preparation is recommended to enhance future teachers’ ability to promote inclusive learning.