Exploring Teacher Educators' Post-Pandemic Intention to Teach Online in Mainland China: The Social Cognitive Career Theory Perspective

Autor/inn/en	Zhou, Shenji; Song, Huan
Titel	Exploring Teacher Educators' Post-Pandemic Intention to Teach Online in Mainland China: The Social Cognitive Career Theory Perspective
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 4, S.424-440 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Song, Huan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2098006
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Teacher Educators; Intention; Online Courses; Educational Technology; Self Efficacy; Preservice Teachers; Teacher Role; Expectation; Peer Influence; Mentors; China + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Online course; Online-Kurs; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Lehrerrolle; Expectancy; Erwartung
Abstract	The outbreak of COVID-19 has compelled teacher educators to move their teaching online. On the positive side, teacher educators may become more willing to continue integrating online teaching as part of their practice post-pandemic due to frequent usage of digital tools and platforms during pandemic. The social cognitive career theory (SCCT) was used to investigate how this intention was related to the tandem of self-efficacy and expected outcomes, as well as their sources (i.e. identity commitment to student teacher learning and the supportive environment at the institution). The results of partial least squares structural equation modelling (PLS-PM) revealed the following: first, self-efficacy did not affect intention directly, but through the chain mediation of expected outcomes and interests. It mirrored the effectiveness-oriented instructional mindset of teacher educators. Second, identity commitment to student teacher learning and a supportive environment at the institution affected self-efficacy but did not affect expected outcomes directly. The multigroup analysis revealed that for those who had attended pre-pandemic online teaching training, a supportive environment significantly affected their expected outcomes when using online teaching. This study argued for the importance of entry-level training to facilitate peer support and mentoring for teacher educators working with online teaching strategies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01