Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Jenny Maurer, Angelika Becker, Johanna Hilkenmeier, Monika Daseking
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	teachers' self-efficacy special educational needs distance learning COVID-19 learning disorders DigitLern Psychology BF1-990
Acceso en línea:	https://doaj.org/article/3103c2fbe8b246559486c86e6ac528ea
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:3103c2fbe8b246559486c86e6ac528ea
record_format	dspace
spelling	oai:doaj.org-article:3103c2fbe8b246559486c86e6ac528ea2021-11-30T17:48:24ZExperiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs1664-107810.3389/fpsyg.2021.733865https://doaj.org/article/3103c2fbe8b246559486c86e6ac528ea2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.733865/fullhttps://doaj.org/toc/1664-1078The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.Jenny MaurerJenny MaurerAngelika BeckerAngelika BeckerJohanna HilkenmeierJohanna HilkenmeierMonika DasekingMonika DasekingFrontiers Media S.A.articleteachers' self-efficacyspecial educational needsdistance learningCOVID-19learning disordersDigitLernPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teachers' self-efficacy special educational needs distance learning COVID-19 learning disorders DigitLern Psychology BF1-990
spellingShingle	teachers' self-efficacy special educational needs distance learning COVID-19 learning disorders DigitLern Psychology BF1-990 Jenny Maurer Jenny Maurer Angelika Becker Angelika Becker Johanna Hilkenmeier Johanna Hilkenmeier Monika Daseking Monika Daseking Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs
description	The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.
format	article
author	Jenny Maurer Jenny Maurer Angelika Becker Angelika Becker Johanna Hilkenmeier Johanna Hilkenmeier Monika Daseking Monika Daseking
author_facet	Jenny Maurer Jenny Maurer Angelika Becker Angelika Becker Johanna Hilkenmeier Johanna Hilkenmeier Monika Daseking Monika Daseking
author_sort	Jenny Maurer
title	Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs
title_short	Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs
title_full	Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs
title_fullStr	Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs
title_full_unstemmed	Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs
title_sort	experiences and perceived self-efficacy in distance learning among teachers of students with special educational needs
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/3103c2fbe8b246559486c86e6ac528ea
work_keys_str_mv	AT jennymaurer experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT jennymaurer experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT angelikabecker experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT angelikabecker experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT johannahilkenmeier experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT johannahilkenmeier experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT monikadaseking experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds AT monikadaseking experiencesandperceivedselfefficacyindistancelearningamongteachersofstudentswithspecialeducationalneeds
_version_	1718406370246524928

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

Ejemplares similares