Exploring teacher educators’ post-pandemic intention to teach online in mainland China
The social cognitive career theory perspective
Bibliographic Data
| ID | 21494719 |
|---|---|
| Authors | Shenji Zhou (0000-0002-8641-8285, Department of Curriculum and Instruction, Chinese University of Hong Kong, Hong Kong (SAR), China), Huan Song (0000-0001-5806-0928, Beijing Normal University, corresponding author) |
| Year | 2022 |
| Volume | 48 |
| Issue | 4 |
| Pages | 424-440 |
| Publication date | 2022-08-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2098006 |
| OpenAlex | W4284883786 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
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
China · Learning environment · Mainland China · Mediation · Medical education · Mindset · Pedagogy · Self-efficacy · Social cognitive theory · Sociology · Structural equation modeling · Teacher education · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Technology-Enhanced Education Studies · Technostress in Professional Settings
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| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |