Wafula Waswa, David and Celik, Suleyman (2021) Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic. Amazonia Investiga, 10 (41). pp. 19-29. ISSN 23226307
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Text (Research Article)
1622-Article Text-4831-1-10-20210629.pdf - Published Version Download (632kB) |
Abstract
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.
Item Type: | Article |
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Uncontrolled Keywords: | Instructional strategies, online-based practicum, school-based practicum, self-efficacy, student engagement. |
Subjects: | L Education > L Education (General) |
Depositing User: | ePrints deposit |
Date Deposited: | 02 Sep 2021 13:50 |
Last Modified: | 02 Sep 2021 13:50 |
URI: | http://eprints.tiu.edu.iq/id/eprint/565 |
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