Teachers’ Remedies in the Face of Uncertainty: Teachers’ Self-Efficacy Beliefs and Adaptations

• In Event: Seeking Remedies in Schools and Classrooms: Centering Health, Emotions, and Teacher Voice

Abstract

This multiple methods case study explored the interrelatedness between pedagogical practices and teacher beliefs, investigating factors that facilitated teacher adaptations to provide remedies for inequitable learning and instruction experiences during COVID-19. We explored teachers' self-efficacy, collective teacher efficacy, and general pedagogical knowledge. Findings indicated adaptations such as emotional climate enhancements, increased one-on-one time, curriculum modifications, and adapted assessments were remedies highly efficacious teachers enacted to equitably support students. The study found that pedagogical supports like training, adapting assignments, and addressing emotional climate buttressed teacher beliefs and instructional adaptations in adverse times. Highly adaptive teachers were highly efficacious, enhanced learning sciences practices, and persisted in adjusting practice to remedy and repair academic and social-skill deficits while teaching online during COVID-19.

Authors

• Darcie L. TeVault, Virginia Association of Independent Schools

• Ranjini Mahinda JohnBull, Johns Hopkins University