The relationship between prospective teachers’ perceived importance of online teaching competencies and their self-efficacy beliefs

Date

2023-01-01

Author

Öztürk, Elif
Turgut, Zeynep

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Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers’ importance of online teaching competencies (IOTC) perceptions and their SETO beliefs. 101 pre-service teachers were asked to fill faculty readiness to teach online scale and the responses were analyzed through ANOVA and Pearson Correlation. The results showed a significant difference between pre-service teachers’ majors, exposure to ICT-related experiences, and their SETO beliefs. In addition, there is a significant relationship between pre-service teachers’ IOCT perceptions and SETO beliefs. Understanding the existing SETO beliefs of pre-service teachers is critical because it provides evidence to reassess how pre-service teachers are supported to build their online teaching competencies. The results are expected to make a significant contribution to research on establishing online teaching competencies in Turkiye and assisting teachers in understanding the value of those competencies; as a result, potential implementers may have stronger online teaching self-efficacy in their distance classrooms. The study suggests incorporating technology-based resources into teacher education courses within a digital pedagogy competencies framework to increase preservice teachers’ self-efficacy.

Subject Keywords

online teaching competencies, online teaching self-efficacy, Pre-service teachers

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85173662773&origin=inward
https://hdl.handle.net/11511/105676

Collections

Department of Educational Sciences, Article