Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia

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Leach, T
Le, AH
Barton, GM
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2022
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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.

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Australian Journal of Teacher Education

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47

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9

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This work is covered by copyright. You must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a specified licence, refer to the licence for details of permitted re-use. If you believe that this work infringes copyright please make a copyright takedown request using the form at https://www.griffith.edu.au/copyright-matters.

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Education systems

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Leach, T; Le, AH; Barton, GM, Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia, Australian Journal of Teacher Education, 2022, 47 (9), pp. 19-42

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