Abstract:

The research investigated CoVid-19 issues related to the adoption of school closures and social distancing measures from March 2020 (https://www.gov.uk/government/publications/covid-19-school-closures#history), as they impacted on Initial Teacher Education (ITE) programmes leading to the recommendation for Qualified Teacher Status (QTS) in England. A second national lockdown impacted ITE programmes from January 2021. The direct and immediate impact on the self-efficacy of ITE participants recommended for QTS in 2020 and 2021 is considered and the potential implications for their future teaching.

Friedman and Kass (2002, p684) suggested a definition of teacher self-efficacy as a “teacher’s perception of his or her ability to perform required professional tasks and to regulate relations involved in the process of teaching and educating students”. Pre-validated questionnaires (Friedman & Kass, 2002; Tschannen-Moran & Hoyb, 2001) were adapted to incorporate trainee teachers' belief in their own capabilities responding to the challenges posed by disruption to ITE programmes due to anti Covid-19 measures. The research aimed to measure the impact on their ability to manage the consequences of change positively. The intended outcome was to support schools and new teachers by identifying short and long term remedial in-service training needs and successful distance learning strategies and materials for development. The findings draw on data from three on-line self-efficacy questionnaires returned by participants on ITE programmes at a large (approximately 500 students) Higher Education (HE) QTS provider in partnership with schools in the North West of England. Surveys were conducted at the end of 2019-20 ITE programmes, and both the beginning and end of the 2020-21 programmes.

The questionnaire was associated with the research question:
What are the levels of teacher self-efficacy among successful Post Graduate ITE students preparing to take up first teaching posts at schools who trained during the height of the pandemic?

Respondents reported unique training and ITE experiences and were generally confident that the pandemic had not been detrimental to their development as teachers. Some areas were identified for further future development depending upon a number of contexts.

Future phases of the research intends to follow new teachers into schools and include their mentors, line managers and colleagues, using questionnaires supported by case studies to gather data. This will further support ITE programmes leading to QTS in England and help predict long term implications for teacher recruitment, retention and potential work-force changes.

Keywords:

Teacher, self efficacy, initial teacher education, Covid-19, pandemic, qualified teacher status, England.