Exploring teacher educators’ post-pandemic intention to teach online in mainland China: the social cognitive career theory perspective

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.

KEYWORDS:

• Teacher educator
• online teaching
• intention
• social cognitive career theory
• China

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Natural Science Foundation of China [71974016]; Project “How to prepare a good teacher” funded by the International Joint Research Project of Huiyan International College, Faculty of Education, Beijing Normal University [ICER201905]; Project “On Building the Online Teacher Education System in China” supported by Key Project of Beijing Social Science Fund [20JYA001].