Tynan, R and Mallaburn, A (2024) What did the Covid-19 pandemic tell us about initial teacher programmes? In: EDULEARN24 Proceedings . (Edulearn24, 16th annual International Conference on Education and New Learning Technologies, 1st Jul - 3rd Jul 2024, Palma, Majorca, Spain).

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Abstract

The Covid-19 pandemic caused unprecedented global disruption to human activities. This level of disturbance would be unethical during normal research. However, researchers were able to gather data and make comparisons with the pre-pandemic situations. This paper adds new findings to a mixed methods study of pre-service teachers’ confidence to teach during the pandemic. Previous findings have been reported in International Academy of Technology, Education and Development (IATED) conference proceedings papers [1][2][3][4].

Pre-service teachers on initial teacher education (ITE) programmes at a higher education (HE) provider in partnership with schools in the northwest of England were invited to participate in anonymous online surveys during 2020 and 2021. Confidence in their ability to demonstrate a range of teaching skills was expressed as numerical self-efficacy scores and open responses. Participants were invited to provide anonymous demographic information including their experience of anti-Covid-19 measures and the associated impact on their ITE programmes [1] [2] [3].

Anti-Covid-19 measures impacted differently on the ITE programmes as the pandemic progressed [1] [2] [3]. Statistical analysis of self-efficacy scores and qualitative analysis of skill statements suggested reasons for the increased self-efficacy scores ascribed by 2020-21 respondents [4]. Further statistical analysis suggests the importance of the final phase of school experience placements for pre-service teachers in developing an awareness of the interrelationships between teaching skills.

The paper is relevant for ITE programmes in the United Kingdom (UK) and internationally where assessment is based upon the successful demonstration of teaching skills or competencies. The discussion highlights the importance of including personal attributes in recruitment criteria alongside qualifications. Bandura’s [5] influences on self-efficacy and Korthagen’s [6] model for reflection were utilised to help theorise the findings.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Pre-service teachers; self-efficacy; Covid-19; England; chi squared; contingency tables; Pearson’s r; mixed study; Korthagen; Bandura
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV697 Protection, assistance and relief L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions:	Education
Publisher:	IATED
SWORD Depositor:	A Symplectic
Date Deposited:	05 Jun 2024 10:26
Last Modified:	22 Jul 2024 09:25
DOI or ID number:	10.21125/edulearn.2024.0054
URI:	https://researchonline.ljmu.ac.uk/id/eprint/23422

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