Tynan, R and Mallaburn, A Pre-service teachers maintained their own self-efficacy during the Covid-19 pandemic. In: INTED2025 Proceedings . (19th International Technology, Education and Development Conference (INTED) 2025, 3rd Mar - 5th Mar 2025, Valencia, Spain). (Accepted)

Text PRE-SERVICE TEACHERS MAINTAINED THEIR OWN SELF-EFFICACY DURING THE COVID-19 PANDEMIC.pdf - Accepted Version Restricted to Repository staff only until 5 March 2025. Download (322kB)

Abstract

During the Covid-19 pandemic a higher education (HE) qualified teacher status (QTS) provider working in partnership with schools in the northwest of England monitored the impact of anti-Covid-19 measures on pre-service teachers’ self-efficacy. Previous conference proceedings papers [1] [2] [3] [4] [5] report the findings from the quantitative and qualitative data collected from three anonymous online questionnaires using pre-validated self-efficacy items [6] [7] during 2020 and 2021. Despite articulating, the negative impacts of anti-Covid-19 [2], initial teacher education (ITE) programme respondents maintained high levels of confidence in their teaching expressed as self-efficacy scores for skill statements in the categories: pedagogy, behaviour management and engagement [1]. They also identified positive impacts [2] that helped explain differences between mean scores for skill categories, individual skill statements and the two cohorts of pre-service teachers surveyed.
Possible explanations for overall high self-efficacy scores that increased during the ITE programme for the second cohort [1] [2] [3] drew on Bandura’s [8] framework of major influences on self-efficacy and Korthagen’s [9] onion model for reflection. This suggested [4] that curtailment of school experience placements negatively affected respondents’ self-efficacy in skills emphasised towards the end of their programme and those that were more associated with teacher subject knowledge [10] rather than teachers’ personal attributes. Patterns in the data also suggested that curtailment also reduced the opportunities for the first cohort respondents to perceive the connections between individual teaching skills [5]. The support of mentors and tutors during school experience and ITE programmes delivered would normally contribute to the development of these [11] [12]. The current paper eliminates differing levels of school contact during lockdown for the first cohort, and the variety of disruptions experienced by the second cohort as possible factors in the respondents maintaining high self-efficacy scores. These differences in school placement experiences could not be linked with self-efficacy scores for teaching skills. This further supports the suggestion that personal teacher attributes such as strong teacher identity and resilience are possible explanations for the high self-efficacy skills demonstrated during the pandemic.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Self-efficacy; Qualified teacher status; Initial teacher education; Pre-service teachers; England; Onion model for reflection; Teacher identity; Resilience; Mixed methods; Covid-19
Subjects:	L Education > L Education (General)
Divisions:	Education
Publisher:	International Academy of Technology, Education and Development (IATED)
Related URLs:	https://library.iated.org/publications/INTED2025
SWORD Depositor:	A Symplectic
Date Deposited:	23 Jan 2025 14:13
Last Modified:	23 Jan 2025 14:13
URI:	https://researchonline.ljmu.ac.uk/id/eprint/25372

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