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Preservice Teachers’ Self-Efficacy Through Covid-19: A Large Scale Survey Of Students At A Regional University In Australia, Tania Leach, Anh Hai Le, Georgina M. Barton Dr
Preservice Teachers’ Self-Efficacy Through Covid-19: A Large Scale Survey Of Students At A Regional University In Australia, Tania Leach, Anh Hai Le, Georgina M. Barton Dr
Australian Journal of Teacher Education
Throughout 2020, the world was significantly impacted by the COVID-19 pandemic. In the context of higher education, the pandemic critically affected professional experience, a core component of teacher education. This paper shares data from a large-scale survey about teachers’ sense of self-efficacy and the impact of COVID-19 on professional experience. Findings showed that the disrupted context had a moderate effect of pre-service teachers’ self-efficacy in relation to their classroom management, instructional strategies, and student engagement. Qualitative results illuminated that the modes of learning, changing classroom contexts and communication between the pre-service teachers, school and their university were the underlying contextual …
Pre-Service Music Teachers’ Understanding Of Blended Learning: Implications For Teaching Post Covid-19, Louise E. Jenkins, Renee Crawford
Pre-Service Music Teachers’ Understanding Of Blended Learning: Implications For Teaching Post Covid-19, Louise E. Jenkins, Renee Crawford
Australian Journal of Teacher Education
The significant increase in online teaching during the COVID-19 pandemic has created a heightened need for educators to implement teaching methods which do not rely solely on “face-to-face” learning within the same physical space. Blended Learning (BL) is one such approach, allowing for flexibility in the delivery of a class and constant access to unit materials. This paper reports on an investigation, by two Australian Pre-service Teacher (PST) educators, of their students’ understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that …
Trauma-Informed Teacher Wellbeing: Teacher Reflections Within Trauma-Informed Positive Education, Tom Brunzell, Lea Waters, Helen Stokes
Trauma-Informed Teacher Wellbeing: Teacher Reflections Within Trauma-Informed Positive Education, Tom Brunzell, Lea Waters, Helen Stokes
Australian Journal of Teacher Education
For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order …