Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

VanLone, Janet; Pansé-Barone, Chelsea; Long, Kaelyn

doi:10.1016/j.ijedro.2021.100120

Cited by 27 publications

(16 citation statements)

References 31 publications

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“…Teacher attrition has been a critical and chronic educational issue across the world, including in the United States (VanLone et al, 2022). In addition to the associated economic loss high teacher turnover can also negatively influence educators’ professional and psychological well-being (Viac & Fraser, 2020), students’ school performance (e.g., Sorensen & Ladd, 2020), and school effectiveness (e.g., Carver-Thomas & Darling-Hammond, 2019).…”

Section: Teacher Empowermentmentioning

confidence: 99%

Empowerment and silence: A grounded theory exploration among new teachers.

Yang,

Rho,

Lin

et al. 2024

School Psychology

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Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. Impact and ImplicationsThis qualitative study based on constructivist grounded theory provides initial evidence revealing the psychological and social-structural factors contributing to first-year teachers' empowerment and silence. The study findings suggest important implications for creating psychological and socialstructural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in administering consultation, and creating safe and connected spaces in which new teachers with diverse backgrounds can share their voices.

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Section: Teacher Empowermentmentioning

confidence: 99%

Empowerment and silence: A grounded theory exploration among new teachers.

Yang,

Rho,

Lin

et al. 2024

School Psychology

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“…Training that target interactions between teachers and children within ECEC settings are among the most promising intervention for supporting children's positive social and emotional development and academic competencies. Training that bolsters teacher sense of self-efficacy is critical in supporting greater work engagement (Lipscomb et al, 2022), in addition to establishing and maintaining positive teacher-child interactions within early education settings (VanLone et al, 2022).…”

Section: Teacher Self-efficacymentioning

confidence: 99%

The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

Rivas

Mooss

Pontier

et al. 2023

ICEP

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Disparities exist in the availability of high-quality early childhood education and care settings (ECEC) across communities within the United States. Teachers have an imperative role in fostering children’s socioemotional development; however, when the classroom climate deteriorates due to disruptive behavior, meeting these emotional and learning needs becomes more difficult. Dealing with challenging behaviors can lead to emotional exhaustion which is directly linked to a decrease in teacher sense of efficacy. Teacher–Child Interaction Training-Universal (TCIT-U) targets teachers’ skills to provide quality interactions and decrease child behavior problems. Despite evidence that teacher sense of self-efficacy can inhibit negative teaching practices, a lack of research has explored this construct as related to TCIT-U. The current study is a randomized, wait-list control study measuring the change of teachers’ sense of self-efficacy after participating in TCIT-U, and the first known of its kind. The study included mostly Hispanic (96.4%) teachers (N = 84) of ECEC programs across 13 unique sites serving 900 children ages 2–5 years from low-income, urban areas. Results from inferential statistics and hierarchical linear regression tests demonstrated TCIT-U as an effective intervention to improve teachers’ sense of efficacy in classroom management, instructional strategies, and student engagement. In addition, this study contributes to the effectiveness of TCIT-U as an in-service training which targets teacher communication skills for teachers with diverse backgrounds in ECEC settings with mostly dual language learners.

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“…These include negative impacts on existing CPD directions and on teachers maturing into their roles, as well as adverse impacts of the obligation to prioritise digital skills, related learning support, and resource development. The implication is that COVID-19 responses have exacted a significant toll in terms of CPD and teacher identity [ 21 , 22 ].…”

Section: Introductionmentioning

confidence: 99%

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic

To²

2023

SN COMPUT. SCI.

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Purpose The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. Methods A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. Results The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. Conclusion The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.

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Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

Cited by 27 publications

References 31 publications

Empowerment and silence: A grounded theory exploration among new teachers.

Empowerment and silence: A grounded theory exploration among new teachers.

The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic

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