Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic
DOI:
https://doi.org/10.34069/AI/2021.41.05.2Palabras clave:
Instructional strategies, online-based practicum, school-based practicum, self-efficacy, student engagement.Resumen
This study examined the influence of teaching practicum on preservice teachers’ sense of self-efficacy during the covid-19 pandemic. In particular, the study sort to establish if both online and school-based teaching practicums have the same influence on the preservice teachers self-efficacy. A questionnaire was used to collect data from 40 preservice teachers, 2 of them were also interviewed for further insight into the answers provided. It was found that the preservice teachers’ sense of self-efficacy was at best “average” during the pandemic time, with online-based practicum teachers showing a slightly stronger self-efficacy overall. However, school-based practicum teachers showed higher self-efficacy in classroom management and student engagement. The slight differences in efficacy levels were found not to be statistically significant to cause a difference in opinion between online teaching practicum and school-based teaching practicum. Possible reasons for general low levels of self-efficacy were discussed, and causes for slightly higher efficacy for online-based practicum also suggested.
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Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1996). Self-efficacy in changing societies. New York: Cambridge University Press.
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Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177-192.
Çapa, Y. (2005). Factors influencing first-year teachers' sense of efficacy (Doctoral Dissertation), The Ohio State University, Ohio.
Chen, J. (2019). Efficacious and positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance. The Asia-Pacific Education Researcher, 28(4), 327-337.
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Dorner, H., & Kumar, S. (2016). Online collaborative mentoring for technology integration in pre-service teacher education. TechTrends, 60(1), 48-55.
Ekici, D. I. (2018). Development of pre-service teachers’ teaching self-efficacy beliefs through an online community of practice. Asia pacific education review, 19(1), 27-40.
Frey, T. (2008). Determining the impact of online practicum facilitation for in-service teachers. Journal of Technology and Teacher Education, 16(2), 181-210.
Gao, W., & Mager, G. (2011). Enhancing preservice teachers' sense of efficacy and attitudes toward school diversity through preparation: A case of one US inclusive teacher education program. International Journal of Special Education, 26(2), 92-107.
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12, 193–204.
Gurvitch, R., & Metzler, M. W. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy. Teaching and Teacher Education, 25(3), 437-443.
Han, I., & Shin, W. S. (2011). A Multimedia Case-based Environment: Teaching Technology Integration to Pre-service Teachers. Educational Technology International, 12(1), 1–20.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement. Retrieved from https://www.researchgate.net/publication/2365774_Teacher_Self-Efficacy_Substantive_Implications_and_Measurement_Dilemmas
Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56, 1012–1022.
Ma, K., & Cavanagh, M. S. (2018). Classroom ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(7), 8.
Mahalingappa, L., Hughes, E. M., & Polat, N. (2018). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 32(2), 127-146.
Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre?service teachers. Teaching Education, 21(2), 199-210.
Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and teacher education, 41, 60-66.
Palmer, D.H (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353, doi:10.1007/s11165-005-9007-0
Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher Technology use: Implications for preservice and in-service teacher preparation. Journal of Teacher Education, 54, 297–310.
Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement. Ghana Journal of Development Studies, 12(1-2), 19-32.
So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25, 101–116.
Sokal, L., Woloshyn, D., & Funk-Unrau, S. (2013). How important is practicum to pre-service teacher development for inclusive teaching? Effects on efficacy in classroom management. Alberta Journal of Educational Research, 59(2), 285-298.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248.
Yüksel, H. G. (2014). Becoming a teacher: tracing changes in pre-service English as a foreign language teachers' sense of efficacy. South African Journal of Education, 34(3).
Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher development, 11(2), 203-219.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bulletin, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1996). Self-efficacy in changing societies. New York: Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14(3), 177-192.
Çapa, Y. (2005). Factors influencing first-year teachers' sense of efficacy (Doctoral Dissertation), The Ohio State University, Ohio.
Chen, J. (2019). Efficacious and positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance. The Asia-Pacific Education Researcher, 28(4), 327-337.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dorner, H., & Kumar, S. (2016). Online collaborative mentoring for technology integration in pre-service teacher education. TechTrends, 60(1), 48-55.
Ekici, D. I. (2018). Development of pre-service teachers’ teaching self-efficacy beliefs through an online community of practice. Asia pacific education review, 19(1), 27-40.
Frey, T. (2008). Determining the impact of online practicum facilitation for in-service teachers. Journal of Technology and Teacher Education, 16(2), 181-210.
Gao, W., & Mager, G. (2011). Enhancing preservice teachers' sense of efficacy and attitudes toward school diversity through preparation: A case of one US inclusive teacher education program. International Journal of Special Education, 26(2), 92-107.
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12, 193–204.
Gurvitch, R., & Metzler, M. W. (2009). The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy. Teaching and Teacher Education, 25(3), 437-443.
Han, I., & Shin, W. S. (2011). A Multimedia Case-based Environment: Teaching Technology Integration to Pre-service Teachers. Educational Technology International, 12(1), 1–20.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement. Retrieved from https://www.researchgate.net/publication/2365774_Teacher_Self-Efficacy_Substantive_Implications_and_Measurement_Dilemmas
Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56, 1012–1022.
Ma, K., & Cavanagh, M. S. (2018). Classroom ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(7), 8.
Mahalingappa, L., Hughes, E. M., & Polat, N. (2018). Developing preservice teachers’ self-efficacy and knowledge through online experiences with English language learners. Language and Education, 32(2), 127-146.
Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre?service teachers. Teaching Education, 21(2), 199-210.
Moulding, L. R., Stewart, P. W., & Dunmeyer, M. L. (2014). Pre-service teachers' sense of efficacy: Relationship to academic ability, student teaching placement characteristics, and mentor support. Teaching and teacher education, 41, 60-66.
Palmer, D.H (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353, doi:10.1007/s11165-005-9007-0
Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher Technology use: Implications for preservice and in-service teacher preparation. Journal of Teacher Education, 54, 297–310.
Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement. Ghana Journal of Development Studies, 12(1-2), 19-32.
So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25, 101–116.
Sokal, L., Woloshyn, D., & Funk-Unrau, S. (2013). How important is practicum to pre-service teacher development for inclusive teaching? Effects on efficacy in classroom management. Alberta Journal of Educational Research, 59(2), 285-298.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of educational research, 68(2), 202-248.
Yüksel, H. G. (2014). Becoming a teacher: tracing changes in pre-service English as a foreign language teachers' sense of efficacy. South African Journal of Education, 34(3).
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Publicado
2021-06-29
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Wafula Waswa, D., & Celik, S. (2021). Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic. Amazonia Investiga, 10(41), 19–29. https://doi.org/10.34069/AI/2021.41.05.2
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