A Comparison of Virginia Preservice Teachers' Efficacy and the Effect of COVID-19

Autor/inn/en	Pressley, Tim; Croyle, Hannah
Titel	A Comparison of Virginia Preservice Teachers' Efficacy and the Effect of COVID-19
Quelle	In: Teacher Educators' Journal, 14 (2021), S.149-169 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Self Efficacy; COVID-19; Pandemics; Internship Programs; Web Based Instruction; Classroom Techniques; Student Attitudes; Virginia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Berufspraktische Ausbildung; Web Based Training; Klassenführung; Schülerverhalten
Abstract	The purpose of this exploratory study was to gain insight into the effect of COVID-19 on Virginia preservice teachers' efficacy. The current study compared teacher efficacy scores of two different cohorts. Cohort 1 completed the preservice teaching internship in 2017-2018, while Cohort 2 completed the preservice teaching internship during the 2019-2020 school year. Because of the impact of COVID-19, Cohort 2 had a shortened in-person preservice teaching internship due to schools moving to virtual learning. Using the Teacher Efficacy scale and open-response questions, the researchers compared efficacy scores of the two cohorts and gained insight from Cohort 2 on their thoughts moving forward as first-year teachers. The results found a significant difference in total teacher efficacy scores and classroom management efficacy scores between the two cohorts. The preservice teachers in Cohort 2 also shared their perceptions regarding the implementation of classroom management and the lack of practice within the classroom. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01