The present work presents a brief conceptual revision of the teaching self-efficacy as a
component of the pedagogical content knowledge (PCK). Self-efficacy is the ability to
define problems in teaching and determine the strategies to solve them. A From its recent
inclusion as a key element of the PCK, these findings are integrated into the perspective of
the process of professional teacher development. In this framework, self-efficacy operates
in as a mediator of the dimensions oriented to the understanding and performance of the
PCK. That is to say, that if a teacher has a high self-efficacy, she / he will be able to
translate into her / his practice elements included in the conceptual and will also be more
likely to reflect on her ? His performance. This virtuous circle enhances the development of
the PCK. In this theoretical framework, the importance of evaluating self-efficacy in specific
domains of content and specific didactic approaches is highlighted, applying mixed
methods approach. In addition, the importance of modeling is highlighted as a source of
positive beliefs about personal self-efficacy in the early stages of teacher education as a
strategy to promote the development of the PCK.