COVID-19 -- A Boundary Crossing Event for Teacher Educators

Autor/inn/en	Donitsa-Schmidt, Smadar; Ramot, Rony
Titel	COVID-19 -- A Boundary Crossing Event for Teacher Educators
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 4, S.407-423 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2088267
Schlagwörter	COVID-19; Pandemics; Teacher Educators; Self Efficacy; Faculty Development; Professional Identity; Teacher Attitudes; Educational Technology; Technology Integration; Teacher Student Relationship; Attitude Change; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Unterrichtsmedien; Teacher student relationships; Lehrer-Schüler-Beziehung; Attitudinal change; Einstellungsänderung; Ausland
Abstract	Considering COVID-19 as a boundary-crossing event, the study sought to bring forward the voices of teacher educators (TEs) in Israel as boundary-crossers. It focused on their sense of self-efficacy, professional learning, and professional identities in COVID-19 circumstances. The results of this nationwide quantitative research (N = 385) revealed that TEs were highly satisfied with their professional performance. Their sense of self-efficacy was highest about their ability to teach the content knowledge effectively. Yet, they rated lower their ability to integrate digital tools effectively in their teaching and provide social and emotional support to their students. It was also found that informal (individual self-study) and nonformal (social and collaborative) types of professional learning positively impacted and engaged the TEs. Institutional formal learning was ranked last. Finally, a change in professional self-identification emerged only in a small group of TEs who identified themselves more strongly as mentors, educational entrepreneurs, and curriculum developers over the COVID-19 events than before. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01