Résumés
Abstract
This quantitative study investigated teachers’ self-efficacy for teaching online compared to teaching in-person during the COVID-19 pandemic. Teacher self-efficacy is a significant predictor of both teacher practice and student outcomes. During the pandemic, teachers were forced to suddenly shift their teaching online and as a result, many new challenges were faced. Teachers from three teaching contexts (public, private, and virtual public schools) in Ontario, Canada completed the Ohio State Teacher Efficacy Scale (OSTES) and questionnaires measuring online teaching experience and training in May–June 2020 (phase 1) and again one year later, in May–June 2021 (phase 2). Results indicated that while the perceived self-efficacy of teachers improved over the course of the study, specifically in classroom management and student engagement, their perceived self-efficacy did not reach the levels reported for self-efficacy for in-person teaching, highlighting the persisting limitations educators experience in online learning environments. Additionally, efficacy for instructional strategies had not significantly increased by phase 2, indicating a particular need of targeted instruction for future teacher education programs. These results offer insights into the kind of experience and tools teacher education programs can extend to enhance teacher preparedness, and the conditions that best encourage improvements in self-efficacy for in-service teachers.
Keywords:
- Online Teaching,
- COVID-19.,
- professional development,
- teaching efficacy
Résumé
Cette étude quantitative s’est intéressée à l’auto-efficacité des enseignants relativement à l’enseignement en ligne par rapport à l’enseignement en personne pendant la pandémie de COVID-19. L’auto-efficacité est un facteur déterminant de la pratique de l’enseignant et des résultats observés chez les élèves. Pendant la pandémie, les enseignants ont été contraints de passer subitement à l’enseignement en ligne et ont par conséquent dû surmonter de nombreux nouveaux obstacles. Des enseignants appartenant à trois environnements d’enseignement (écoles publiques, privées et publiques virtuelles) en Ontario, au Canada, ont répondu au questionnaire Ohio State Teacher Efficacy Scale (OSTES) ainsi qu’à d’autres questionnaires permettant d’évaluer l’expérience et la formation en matière d’enseignement en ligne en mai-juin 2020 (phase 1), puis un an plus tard, en mai-juin 2021 (phase 2). Les résultats indiquent que si l’auto-efficacité perçue des enseignants s’est améliorée au cours de l’étude, notamment en ce qui concerne la gestion de la classe et la participation des élèves, elle n’a pas atteint les niveaux constatés dans le cas de l’enseignement en personne. Ces données mettent en évidence le fait que les éducateurs sont toujours confrontés à des difficultés dans le cadre de l’enseignement en ligne. Par ailleurs, l’efficacité des stratégies d’enseignement n’avait pas augmenté de manière significative lors de la phase 2, ce qui laisse à penser que les programmes de formation des enseignants devront mettre en place un apprentissage à cet effet. Ces résultats donnent un aperçu du type d’expérience et d’outils que les programmes de formation des enseignants pourraient offrir pour améliorer la préparation des enseignants, et des conditions qui favorisent le plus l’amélioration de l’auto-efficacité des enseignants en exercice.
Mots-clés :
- COVID-19,
- développement professionnel,
- efficacité de l’enseignement,
- enseignement en ligne
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Parties annexes
Biographical notes
Julia Forgie is Assistant Professor in Teaching Stream and Coordinator of the Education & Society Program at Victoria College, University of Toronto in Canada. She is also a certified primary/junior teacher in Ontario and her research interests include preservice and in-service teacher training, teaching efficacy, and online teaching and learning. Email: julia.forgie@utoronto.ca
Marguerite Wang is a Master of Arts student in the Department of Curriculum, Teaching and Learning and Research Assistant at the Ontario Institute for Studies in Education, University of Toronto in Canada. Her research interests include plurilingualism in classrooms, education in emergencies, linguistic minority students, and language policies through an international and comparative education lens. Email: marguerite.wang@mail.utoronto.ca
Lisa Ain Dack is Assistant Professor in Applied Psychology and Human Development at the Ontario Institute for Studies in Education at the University of Toronto in Canada, where she teaches graduatelevel education students. Her research focuses on teacher and administrator professional learning, databased decision making, and educational leadership. Email: lisa.dack@utoronto.ca
Miranda Schreiber is a graduate of and research assistant at the University of Toronto in Canada. A Toronto-based writer and researcher, her work has appeared in The Globe and Mail, The Walrus, BBC, The Toronto Star, and the Canadian Medical Association Journal, to name a few. Her first novel, Iris and the Dead, is available for preorder with Bookhug Press. Email: miranda.schreiber@mail.utoronto.ca
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