Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic

• Wafula Waswa, David ^[1] ; Celik, Suleyman ^[1]
  1. [1] Tishk International University, Erbil, Iraq.
• Localización: Revista Amazonia Investiga, ISSN-e 2322-6307, Vol. 10, Nº. 41, 2021, págs. 19-29
• Idioma: inglés
• Enlaces
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• 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.