Peer support and teacher self-efficacy: A case study of the transition to emergency remote teaching during COVID-19
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Understanding how teachers used peer-to-peer support to navigate challenging teaching situations lies at the heart of this research. The purpose of this research was to better understand how engaging in peer support between teachers shapes teacher self-efficacy. This project used a case study methodology to examine the experiences of a small sample of elementary school teachers in Alberta, Canada who engaged in peer support as they transitioned to emergency remote teaching in the initial months of the COVID-19 pandemic. Teachers who were engaging in peer support discussed experiencing increased self-efficacy through relationships with colleagues that were built on trust, regular communication, and open collegiality. This research project enabled a more in-depth account of professional relationships during emergency remote teaching and discussed strategies for teachers facing similar teaching circumstances in the future.
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http://purl.org/coar/resource_type/c_1843
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en