Abstract
Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practising TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = −0.60). In phase 2, TE TCs (N = 16) were similarly affected (r = −0.53). Results of a two-way mixed ANOVA in phase 3 suggest that ERT had a greater negative impact on practising TE teachers’ TSE for student engagement (partial eta squared = 0.11) and classroom management (partial eta squared = 0.19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs.
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@article{Code2023,
title = {Teachers' sense of efficacy during a time of crisis},
author = {J Code and R Moylan and K Forde and R Ralph},
doi = {https://doi.org/10.1007/s42330-023-00291-0},
year = {2023},
date = {2023-12-06},
urldate = {2023-05-15},
journal = {Canadian Journal of Science, Mathematics and Technology Education},
volume = {23},
pages = {538-558},
abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practising TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = −0.60). In phase 2, TE TCs (N = 16) were similarly affected (r = −0.53). Results of a two-way mixed ANOVA in phase 3 suggest that ERT had a greater negative impact on practising TE teachers’ TSE for student engagement (partial eta squared = 0.11) and classroom management (partial eta squared = 0.19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs.},
keywords = {Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education},
pubstate = {published},
tppubtype = {article}
}