Abstract
This mixed methods study sought to measure and understand teacher efficacy and experience of teaching online one year into the transition to emergency remote online teaching during the COVID-19 pandemic. This study builds on our earlier work (Dolighan & Owen, 2021) that measured teachers’ sense of efficacy for teaching online at the initial stages of the pandemic. We examined the impact of prior experience teaching online, experience teaching online during the pandemic, and access to online training on teacher self-efficacy as they adapt to online learning in the context of the pandemic. What became clear was that teaching remotely online under emergency measures is different from normal online teaching. The results of the study found teachers’ collaboration with colleagues to solve issues and collaboratively learn impacts teacher efficacy. We also found that access to technical and pedagogical support resources impacted teachers’ sense of efficacy and experience teaching online. Our study makes recommendations for structuring teacher professional development to address the challenges and opportunities of designing effective online teaching and learning contexts that builds capacity in schools to leverage OT&L for emergency remote learning, blended learning and eLearning modes of education.
Author Information
Tim Dolighan, Ontario Tech University, Canada
Michael Owen, Brock University, Canada
Paper Information
Conference: ECE2024
Stream: Teaching Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Dolighan T., & Owen M. (2024) Teacher Self-Efficacy and Emergency Online Teaching and Learning During COVID-19 ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 601-616) https://doi.org/10.22492/issn.2188-1162.2024.48
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.48
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