A Mixed Methods Study of Teacher Self-Efficacy, Critical Race Theory, Professional Development, TPACK and Growth Mindset in Response to COVID-19 School Closures

Autor/in	Kent, Inger
Titel	A Mixed Methods Study of Teacher Self-Efficacy, Critical Race Theory, Professional Development, TPACK and Growth Mindset in Response to COVID-19 School Closures
Quelle	(2021), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Point Park University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1023-5
Schlagwörter	Hochschulschrift; Dissertation; Teachers; Self Efficacy; Critical Race Theory; Faculty Development; Teacher Attitudes; Teacher Improvement; Individual Development; Pedagogical Content Knowledge; Technological Literacy; COVID-19; Pandemics; School Closing; Knowledge Level; Electronic Learning; Distance Education; World Views + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Individuelle Entwicklung; Pädagogische Kompetenz; Technisches Wissen; School closings; Schule; Schließung; Schließung (von Schulen); Wissensbasis; Distance study; Distance learning; Fernunterricht; World view; Weltanschauung
Abstract	Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset; Critical Race Theory (CRT) awareness and application; Technological, Pedagogical, and Content Knowledge (TPACK); and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application is positively linked to higher levels of teacher efficacy and that TPACK is positively correlated with teacher efficacy. Demographic factors such as race, level of teaching, type of school, and percentage of students receiving free and reduced lunch did not show a significant difference on measures of efficacy, CRT, growth mindset, TPACK or professional development hours. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01