Australian Journal of Teacher Education
Abstract
Throughout 2020, the world was significantly impacted by the COVID-19 pandemic. In the context of higher education, the pandemic critically affected professional experience, a core component of teacher education. This paper shares data from a large-scale survey about teachers’ sense of self-efficacy and the impact of COVID-19 on professional experience. Findings showed that the disrupted context had a moderate effect of pre-service teachers’ self-efficacy in relation to their classroom management, instructional strategies, and student engagement. Qualitative results illuminated that the modes of learning, changing classroom contexts and communication between the pre-service teachers, school and their university were the underlying contextual factors that impacted pre-service teacher’s self-efficacy. Implications from these findings challenge universities to consider how to best support pre-service teachers’ progression in times of disruption and consider how Initial Teacher Education (ITE) programs prepare pre-service teachers to teach in disrupted classrooms.
Was this research funded?
No, research was not funded
Recommended Citation
Leach, T., Le, A., & Barton, G. M. (2022). Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia. Australian Journal of Teacher Education, 47(9). https://doi.org/10.14221/ajte.2022v47n9.2