Tynan, R and Mallaburn, A (2024) ONE EFFECT ON PRE-SERVICE TEACHERS’ SELF-EFFICACY SCORES LINKED TO CHANGES IN ANTI-COVID-19 MEASURES AS THE PANDEMIC PROGRESSED IN SCHOOLS IN THE NORTHWEST OF ENGLAND. In: INTED2024 Proceedings . pp. 695-704. (18th International Technology, Education and Development Conference, 4-6th March 2024, Valencia, Spain).

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Abstract

Previous International Academy of Technology, Education and Development (IATED) conference proceedings papers [1] [2] [3] have reported the quantitative and qualitative findings from anonymous online surveys conducted by a Higher Education (HE), qualified teacher status (QTS) provider in the northwest of England. The surveys invited pre-service teachers qualifying to teach in England during the Covid-19 pandemic to volunteer demographic data, ascribe self-efficacy scores to pedagogy, behaviour management and student engagement teaching skills [1] and submit open responses to expand upon the reasons for their scorings [2]. The importance of Bandura’s [4] framework of major self-efficacy influencing factors and utility of Korthagen’s [5] onion model for reflection in theorising explanations for the findings have also been discussed [3]. Further statistical analysis of the self-efficacy scores was conducted to investigate the relationship between the different experiences of anti-Covid-19 measures and the respondents’ self-efficacy scores for individual teaching skills. In-school training was curtailed for respondents from the 2019-2020 initial teacher education (ITE) programmes during the last phase, whilst the 2020-2021 respondents experienced more unpredictable local closures and absences and a range of changed procedures due to anti-Covid-19 measures [1] [2] [3]. Chi squared analysis using contingency tables [6] compared the numbers of respondents from the two groups that returned self-efficacy scores 10, 9, 8, 7 and 6 and below, higher scores indicating more confidence. Where differences were significant, the second group ascribed more higher scores and less lower scores than expected. This was assumed to be linked, at least in part, to the different experiences of anti-Covid-measures and their impact on the respondents’ ITE programmes. The chi squared calculations for individual skill statements were related to qualitative differences between the self-efficacy skill statements. Although all the statements describe skills which can be improved through professional knowledge, experience, and practice, some rely more on context and underlying teacher attributes [5] than others. Bandura’s [4] and Korthagen’s [5] perspectives were useful when applying theory to findings.

Item Type:	Conference or Workshop Item (Paper)
Additional Information:	R. Tynan, A. Mallaburn (2024) ONE EFFECT ON PRE-SERVICE TEACHERS’ SELF-EFFICACY SCORES LINKED TO CHANGES IN ANTI-COVID-19 MEASURES AS THE PANDEMIC PROGRESSED IN SCHOOLS IN THE NORTHWEST OF ENGLAND, INTED2024 Proceedings, pp. 695-704. https://library.iated.org/view/TYNAN2024ONE
Uncontrolled Keywords:	pre-service teachers; self-efficacy; Covid-19; England; chi squared; contingency tables; mixed study; Bandura; Korthagen onion model
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Education
Publisher:	International Academy of Technology, Education and Development (IATED)
SWORD Depositor:	A Symplectic
Date Deposited:	14 Mar 2024 13:39
Last Modified:	14 Mar 2024 13:39
DOI or ID number:	10.21125/inted.2024.0249
URI:	https://researchonline.ljmu.ac.uk/id/eprint/22798

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