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Book Chapter

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To say that the COVID-19 global pandemic quickly changed the educational landscape in an understatement. The pandemic added another challenging hurdle for educators and students alike as they had to pivot almost immediately from one week to another from traditional face-to-face teaching practices to unfamiliar remote, online environments. Research shows that few teacher education programs in the United States of America (USA) prepared pre-service teachers to deliver instruction remotely (Archambault et al., 2016). In an effort to explore world language teachers’ sense of efficacy during the pandemic, the author surveyed in-service world language teachers (N = 497) in the United States to understand differences in one’s sense of efficacy teaching languages in the traditional face-to-face context as compared with having to teach remotely online. Participants took the Second/Foreign Language Teacher Efficacy Scale online near the end of the academic school year in 2020. Results show stark differences in the participants’ sense of efficacy teaching languages in traditional, face-to-face contexts and teaching online. The findings provide manifold implications for world language teacher preparation as well as teacher retention and professional development.


Author manuscript version of a chapter published in:

Swanson, P. (2022). Language teachers’ sense of efficacy during the COVID-19 pandemic. In J.W. LeLoup & P. Swanson, Handbook of research on effective online language teaching in a disruptive environment (pp. 125-142). Hershey, PA: IGI Global.

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