Preparation Of School Teachers Research Articles

APPLICATION OF THE “BYOD” TECHNIQUE FOR DEVELOPMENT OF FUTURE PRIMARY SCHOOL TEACHERS’ LEXICOGRAPHICAL COMPETENCE

The importance of introducing innovative educational techniques in higher education institutions has been outlined. The essence of notions “mobile learning” and “BYOD technique” has been investigated: mobile learning is considered as a type of electronic learning when mobile devices are used with didactic purpose; the particular feature of BYOD technology is the use of personal smartphones, tablets, laptops, etc. by the participants of educational process as means of mobile learning. It has been outlined, that creation of mobile educational environment refers to competency-oriented techniques. The advantages of mobile learning over other innovative techniques have been characterized.
 The essence and structure of the notion of “lexicographical competency” in scientific and pedagogical literature have been analysed, author’s own interpretation of this term has been suggested, which stands for natural unity of lexicographical knowledge, abilities and skills of reproductive and creative information search activity while working with dictionaries and reference sources. The following components of lexicographical competence have been distinguished: lexicographical knowledge (awareness of types of dictionaries, principles of dictionary article structuring, major works concerning lexicography and their authors, etc.); lexicographical routines (ability to use dictionaries of different types; to find and highlight the necessary information; to enrich lexicographical description of word with grammatical and stylistic information, which is contained in remarks and abbreviations, etc.); lexicographical skills (collecting and processing lexicographical material, compiling dictionaries and reference books, etc.).
 The peculiarities of electronic dictionaries and their advantages over paper ones have been emphasized (large amount of information due to hyperlinks; multimedia applications; effective search system; constant updating of current information, etc.). Linguistic portals, websites and links of different types and purposes have been provided as a recommendation for professional preparation of future primary school teachers. A list of the most popular e-dictionaries has been proposed for in-class usage and performing tasks while studying the course “Modern Ukrainian Language with Workshops” using the BYOD technology combined with the technology of QR-coding.

Mathematics, mindsets, and what it means to be do-ers of math

ABSTRACT In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as ‘do-ers’ of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement ‘I am good at math’. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ГОТОВНОСТІ ДО РОБОТИ З БАТЬКАМИ УЧНІВ З ВИКОРИСТАННЯМ КОУЧИНГОВИХ ТЕХНІК

One of the components of a teacher's readiness for professional activity is his mastery of various educational and upbringing technologies. Coaching techniques develop the potential of people and teams on the basis of subjectivity, reveal the inner potential of the individual, contribute to the achievement of pre-agreed goals, self-generation of optimal ways and methods of achieving goals, self-assessment, monitoring and monitoring tasks, change behavior patterns, implement educational process. In terms of improving the preparation of future elementary school teachers in partnership with parents of primary school children, we pay attention to the use of coaching technologies in the work of teachers with parents and in vocational education. Coaching technology is new for future elementary school teachers, as it is practically not used in work with younger students. However, in working with parents of students, this technology is effective in terms of taking into account the peculiarities of interaction with adults who already have some life experience. The advantage of using coaching technology in working with parents of elementary school children is that it helps adult participants in the educational process to independently determine the goals of activities, quickly find ways to solve difficult situations in the upbringing and development of children based on their own experiences. The article reveals the components of the readiness of primary school teachers to work with parents of primary school children (value- motivational, cognitive, activity-operational and reflective) and gives examples of the use of coaching techniques (transformational conversation, "Cartesian questions"), case studies, R. Dilts ", method" SWOT ", techniques" What if? ") In teaching students of pedagogical specialties in order to achieve professionalism of teachers in further communication with participants in the educational process. Further research should be aimed at detailing the topics of educational and life situations that will inevitably arise in the pedagogical career of working with parents.

STRUCTURE OF PEDAGOGICAL CURRICULA PRIMARY EDUCATION DEPARTMENT OF GREECE

In the article of Korotkova Yuliya “The structure of the plans of the pedagogical departments for the preparation of primary school teachers in Greece” the structure of curriculums, types of disciplines of 9 pedagogical university departments for the preparation of primary-school teachers are discussed.

Improving the Quality of Teacher Training for the Organization of Dialogic Education of Primary School Students: Methodical Aspect

The article presents organizational and methodological aspects of professional training of future primary school teachers for dialogic learning of students. Dialogic learning is a kind of interactive organization of the educational process, based on mutual understanding and interaction, considered by the author as an effective factor of improving professional future primary school teachers’ skills. The organizational aspects of the effective practical solution of the researched problem are outlined, such as dialogization of the content of education; introduction of various forms of productive dialogues and a system of methods of problem-based learning; dialogization of communication as a means of creation a certain psycho-emotional educational microenvironment; formation of future specialists’ skills of critical reflection as an internal dialogue for self-improvement and self-development. The pedagogical potential of the disciplines of psycho-pedagogical and professional-methodical orientation on the dialogue of the educational process is determined. It has been proved that effective forms and methods of dialogic learning in teacher training are: training, group activities, problem lectures, interactive classes, discussions, didactic games, business- and role-playing games, etc. The basic principles of pedagogical ethics and culture of the organization of dialogic training within the study of an elective course “Communicative Pedagogy” are emphasized. It was found that the quality of dialogic learning is determined by the level of formation of participants’ communicative competence in pedagogical interaction, especially their mastery of the basic techniques of listening. The author’s materials from the dissertation “Preparation of primary school teachers for the organization of dialogic training” for PhD (K. Fomin, 2020) are partially used in the article.

Interdisciplinary Coordination in the Primary School Teacher and Educator Training System

The article highlights the problem of realization of interdisciplinary connections in the process of preparation of future primary school teachers and educators of preschool educational institutions. The emphasis is placed on the need to apply a competency-based approach to ensure the mobility and adaptability of graduates of pedagogical institutions of higher education in compliance with international educational standards. The semantic characteristics of the concept of "interdisciplinary coordination" are analyzed in order to linguistically substantiate the choice of terminological tokens from a number of synonyms and to build a hierarchy of the studied concepts. Interdisciplinarity is inherent in the holistic process of forming the components of the competency paradigm in the training of specialists in the pedagogical field. From the standpoint of the competence approach, interdisciplinary coordination involves creating conditions for the synthesis of knowledge and experience of behavior in a professional context. The classification distribution of interdisciplinary coordination in accordance with the methods and directions of its implementation in the system of training future primary school teachers and educators is carried out. The signs of regressive and progressive interdisciplinary coordination and the practical aspect of their implementation within the educational and professional programs "Primary Education" and "Preschool Education" are determined. The system-synergetic connections between the blocks of academic courses by types of interdisciplinary coordination within the studied specialties are visualized. The emphasis is placed on the dynamics of quantitative and qualitative indicators not only within one type of interdisciplinary coordination, but also between them within the axis in response to public demands. The advantage of progressive horizontal interdisciplinary coordination in the training of preschool education specialists has been established. Implementation of an interdisciplinary approach in the methodological system of education is a determining condition for the effectiveness of the formation of competencies of future specialists in the pedagogical field.

Formation of Transversal Competencies in the Process of Future Primary School Teachers’ Training

. The article updates the problem of professional training of future primary school teachers in the context of forming the necessary knowledge, skills and abilities. Different views of scientists on the content of the concepts of competency, competence and professional competency of pedagogical workers are considered. Ways of forming transversal competencies in the process of training future primary school teachers, the modern form of development of professional knowledge and communication, which in fact determines the urgency of finding optimal ways and means of its implementation at the current stage, are considered. The lack of systematic scientific and methodological support determines the relevance of the study of transversal competences in the preparation of future primary school teachers in the modern system of international educational professional training. An attempt was made to analyze the main trends of reforming professional education in the European educational space (Romania, Bulgaria, Ireland, Finland, Portugal, etc.). It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in Ukraine.

Pelaksanaan kampus mengajar dalam rangka meningkatkan peran mahasiswa Di SDN 95 Kabupaten Kaur, Bengkulu

Teaching Campus is a policy set by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, which provides opportunities for students to hone students' abilities according to their talents and interests by going directly to the field (elementary school). One of the locations for campus teaching activities is SDN 95 Kaur Regency, Bengkulu. The implementation carried out by these students was also accompanied by Field Supervisors. The performance includes activities: exploring problems that exist in schools, student discussions with school stakeholders, student discussions with field supervisors, implementing programs based on issues that occur in the field, monitoring and evaluating and preparing final reports on student activities. The results of the Campus teaching program activities include: Students strengthen literacy learning, strengthen numeracy, and help to learn during the pandemic, especially at the elementary level. The training lasted for approximately three months. The students' roles in these activities included: Helping teach, Carrying out the technology adaptation process, Assisting in the preparation of school administration and teachers. It is hoped that the presence of students can bring positive changes to teachers, students and schools.

SUGGESTED MECHANISMS FOR DEVELOPING THE PRIMARY SCHOOL TEACHER PREPARATION SYSTEM IN PALESTINE IN THE LIGHT OF FINLAND'S EXPERIENCE

The aim of the research is to reach the proposed mechanisms for developing the basic stage teacher preparation system in Palestine in light of Finland's experience by achieving a number of sub-goals, which are to identify the intellectual foundations of the teacher preparation system. Identifying the features of the primary school teacher preparation system in the State of Palestine. To identify the features of the primary school teacher preparation system in Finland. Benefiting from the basic stage teacher preparation system in Finland to develop the basic stage teacher preparation system in Palestine. The descriptive approach will be used to achieve the goal of the research. A set of proposed mechanisms has been reached to develop the basic stage teacher preparation system in Palestine in light of the experience of the State of Finland, including the construction of experimental schools to be attached to each of the faculties of education to practice teaching methodologies and new experiences, and to prolong the period of time. Practical training for the student teacher. And the introduction of the integrated preparation system for the comprehensive teacher. Key words: Primary School Teacher Preparation System, Finland.

THE ETHNOGRAPHIC AND LITERARY NARRATIVE, THE SCIENTIFIC AND CULTURAL INTERSECTION, STUDY IN THE CURRICULUM AND ANALYSIS OF TERMINOLOGY

Ethnography gained popularity in the era of the methodological revolution for the study of qualitative topics that our countries lagged behind. Hence the importance of the research and its problem, which is divided into two parts: the ambiguity of foreign terms and their translations of this topic, and solving this problem requires analyzing the basic terms and meeting them with their opposites towards translating anthropology with (science of difference), versus sociology, in order to gain complete clarity in our minds, and secondly: the search for a structural and functional origin that unifies the ethnographic, scientific narrative and the literary narrative, and the search for methodological origins that differentiate between the French and Anglo-American traditional in the study of the different other as a verse, i.e. a strange natural human sign that exists on the difference. The research concluded that the three terms: ethnography, ethnology and anthropology belong to the study of "the other", which passes through the French tradition in three stages: description, structural interpretation and semiotic interpretation. As for the AngloAmerican tradition, the hermeneutical anthropology considered the structural interpretation as a first interpretation, preceding the next interpretation, and allowed the researcher to release his imagination in codifying the ethnographic narrative, so that the code became an interpretation of the possible interpretations. Emphasis on choosing critical and depressing topics. The two traditions systematically intersected by proposing the term: (cultural region), which was transformed into a descriptive, classification, and analytical procedure for the disparate cultures, using the comparative approach. The nature of the research necessitated dividing it into three sections. In the first section, I studied the concept of ethnography and its idiomatic neighborhoods. The second topic was devoted to studying the points of overlap between the scientific ethnographic narrative and the literary narrative, and the third topic was devoted to studying the points of intersection between the sardine study approaches. Key words: Primary School Teacher Preparation System, Finland.

Experimentation and Research in the Physics Course for the Preparation of Primary School Teachers in Naples

Physics preparation for primary school teachers has received attention only in recent decades. Research on science education provides useful guidelines, often disregarded. Several interrelated research questions must be addressed by field research, namely, (a) which physics subjects to teach in primary school and its relationships with other sciences, technology, and mathematics; (b) how to prepare teachers to grasp the complexity of their tasks; and (c) how to bridge pre-service and in-service training. In this study, we describe innovative aspects of a course, based on the research and action research of our research group, that aims to overcome the limitations of a purely academic approach. Future teachers are dynamically involved in activities in informal and formal contexts and in the training of in-service teachers’ activities. The idea of cognitive resonance and a phenomenological approach to the modeling process are the basis of the activities that integrate key concepts of physics with transversal ones to develop skills in physics, mathematics, technology, and language. Field research carried out with qualitative methods shows that the course, despite being demanding, is well received by students. Dozens of students are then involved in the activities of the group when they start a teaching career at school.

Preparation of Primary School Teachers for Communicative and Rhetorical Activity in School in the Context of their Practical Training

The article deals with the analysis of the state of the primary school teachers’ preparation for communicative-rhetorical activity at school, diagnostics of formation of communicative-rhetorical skills of future teachers. The theorists and practitioners give an important place to rhetoric as a science and an academic subject in the training teachers of the new generation. It is the communicative and rhetorical skills as an important component of the general and professional culture of the teacher that will help the primary school educator to organize the pedagogical process effectively, build convincing communication with children, their parents, colleagues, officials etc. However, in the theory and practice of pedagogical education and science the phenomenon of communicative-rhetorical competence as the most important component of the teacher's professional profile is not realized, its structure is not distinguished, psychological and pedagogical bases and, technology of its formation for students are not clearly defined, the world’s experience of rhetorical personality formation is studied. This was confirmed by the results of a survey conducted among undergraduate students, graduates of pedagogical faculties of Vasyl Stefanyk Precarpathian National University, Kamyanets-Podilsky Ivan Ogienko National University, Drohobych State Pedagogical University of Ivan Franko, students of postgraduate pedagogical education Ivano-Frankivsk, Khmelnytsky, Lviv regions. Thus, most respondents consider their level of communication and rhetorical skills to be insufficient. More than 70% are afraid of the audience; 84% do not know how to speak “without paperˮ. All respondents, including teachers, regardless of work experience, called the main reason for the ineffectiveness of pedagogical communication the fact that during professional training they did not have well-formed communication and rhetorical skills. The obtained results convincingly prove the need for their purposeful formation in future primary school teachers. Optimal construction and implementation of the educational process for the formation of students’ communicative and rhetorical skills is possible with a technological approach, the essence of which is to modernize the didactic system based on the study of its components and experimental verification of its effectiveness, as well as the introduction of in general, the rhetoric of the initial process in the pedagogical institution.

Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?

The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.

Pelatihan dan Pendampingan Penyusunan Penelitian Tindakan Kelas bagi Guru SDIT Bilingual Alma Asy Syauqi Kota Cirebon

TRAINING AND ASSISTANCE IN THE PREPARATION OF CLASSROOM ACTION RESEARCH FOR ALMA ASY SYAUQI BILINGUAL ISLAMIC ELEMENTARY SCHOOL TEACHERS, CIREBON CITY. Training and Assistance in the Preparation of Classroom Action Research for Bilingual IT Elementary School Teachers Alma Asy Syauqi, Cirebon City. The purpose of this activity is to provide teachers with an understanding of classroom action research and to train teachers to develop classroom action research. The number of participants in this activity was six teachers. This activity was carried out for approximately three weeks from November 5 to November 22, 2021 at the IT Bilingual Elementary School Alma Asy Syauqi, Cirebon City. The implementation of this activity has several steps including providing material on the basic concepts of classroom action research, models of classroom action research, the importance of classroom action research, and systematics of classroom action research. The next step is for the trainees to practice using the Mendeley application for technical citation and bibliography writing. Then practice compiling a class action research proposal. The methods used in this training activity are expository methods, lectures, questions and answers, discussions, and assignments to make a class action research proposal. The result of this activity is that the teachers have a good understanding of CAR and are able to prepare a class action research proposal well. The enthusiasm of the teachers in the implementation of the training activities was very good and this activity received a positive response from the head of the foundation, principals, and teachers who participated in the training.

PREPARING THE FUTURE TEACHER FOR THE USE OF SELF-MANAGEMENT IN THE STUDY OF PEDAGOGICAL DISCIPLINES

Substantiating the relevance of the research the authors emphasize the importance of the concept of the New Ukrainian School as one of the most successful reforms in the field of education in the last decade. The essence of structural and substantive-procedural changes has been clearly reflected in the formula of the New Ukrainian School. The implementation of this formula is a joint task of the state, local governments, the public, parents, students and teachers. A special mission in this process is given to the teacher. The modern teacher is called to be an innovator, facilitator, leader of the ideas of partnership pedagogy. This can be done by a person who is able to constantly learn, adequately respond to the challenges of time, implement innovations, successfully manage the educational process and their own activities. In our opinion, this can be ensured by mastering the modern type of management – self-management. It is possible to prepare a teacher for the implementation of self-management in the process of studying pedagogical disciplines, implementing the proposed by the authors of the article structural and functional model of training future primary school teachers for this type of activity. The developed model is presented by the purpose, tasks, methodological approaches, principles, functions, structural components of self-management, directions, methods, forms, stages of preparation, criteria and indicators of formation of the investigated phenomenon and result. The purpose of the work is to theoretically substantiate and develop a structural and functional model of preparation of future primary school teachers for self-management in the process of studying pedagogical disciplines. The methodological basis of the study is scientific approaches (activity, competence, system, praxeological), the work of scientists in self-management and a set of theoretical and empirical research methods. The scientific novelty of the study is to develop a structural and functional model of preparation of future primary school teachers for self-management in the study of pedagogical disciplines. Conclusions. The preparation of future teachers for self-management in the process of studying pedagogical disciplines is an urgent and insufficiently researched problem. The authors of the study proposed a structural and functional model of training future teachers for this type of activity for its implementation.

Formation of professional and pedagogical interest of future primary school teachers

The article deals with the issue of developing the professional interest of students of a pedagogical university. This problem is of particular importance in the preparation of primary school teachers, since the foundations of the necessary knowledge, skills and abilities of students are laid precisely in the first years of their schooling. The effectiveness of his professional activity depends on the presence of a genuine, deep professional interest of a primary school teacher. The article traces the connection of professional interest with the concept of “professional and pedagogical orientation of the individual.” In this regard, it is noted that professional interest can be considered as a complex personal formation that is part of the personality orientation. In this paper, an attempt is made to distinguish between the concepts of “professional pedagogical interest” and “interest in the teaching profession”. The article draws attention to the fact that it is necessary to include future teachers in active activities as close as possible to professional ones, during which conditions are created conducive to the formation of a specific idea of a modern school, the functions of a teacher, the educational process, in addition, a positive emotional attitude is strengthened. for future teaching activities.

Preparation of future primary school teachers for implementating partnership pedagogy ideas

Preparation of future primary school teachers for implementating partnership pedagogy ideas

IMPLEMENTATION OF A PERSONALLY-ORIENTED APPROACH IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN REMOTE CONDITIONS

The article deals with the problems of professional and pedagogical education, in particular the question of implementation of the personality-oriented approach in the context of distance education psychological and pedagogical preparation of future primary school teachers. The author describes the scientific approaches of using the virtual educational technologies, which emphasize the development of the personality of future primary school teachers. The relevance of the article is due to the need to understand the problems of implementation and effectiveness of distance learning, when it becomes almost the only, albeit temporary, option for quality of vocational education. The article presents the results of a pilot experiment on a detailed study of the problem of implementing the personality-oriented paradigm of professional education of future teachers in the context of virtual learning. For this purpose was developed a three-level online questionnaire (using Google Forms), which contained the main markers of successful implementation of this phenomenon: comfort of educational interaction during virtual learning, psychological climate in distance learning and interest in the chosen profession network communication. The practical optimization of a certain process was implemented by identifying the main ways to optimize the problem: adherence to the etiquette of virtual educational cooperation (using online services YouTube, Zoom, Google Meet, Google Chat, Telegram, Viber, Canva, Easel.ly, Wordle, etc.); conducting psychological and pedagogical diagnostics of emotional and psychological state of student youth (determination of professional preferences (Yovaishi method), research of leading professional motives (Shane's "Anchor Careers" method), diagnostics of communicative and organizational tendencies (V. Sinyavsky, B. Fedorishin), checking the levels of emotional intelligence (N. Hall), interpersonal research (T. Leary), etc., with using the online applications such as Google Forms, Google Classroom, MOODLE, LearningApps, Quizizz, etc.); activation of the facilitation and educational function of a teacher of pedagogical university (with the help of Miro, AWWApp, Edmodo, Skype, Google Meet, Google Docs, Google Chats, Canva, iMindMap, educational platforms Prometheus and EdEra, etc.).

ДІЯЛЬНІСНА ДОМІНАНТА ПРАКТИКО-ОРІЄНТОВАНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ОРГАНІЗАЦІЇ ІНТЕРАКТИВНОЇ НАВЧАЛЬНОЇ ВЗАЄМОДІЇ УЧНІВ

In the article reveals the features of the activity dominant of practice-oriented of preparation of future primary school teachers for organization of interactive educational interaction of students and highlights its effective components: the creation of a student-centered environment in the process of preparation of future primary school teachers for organization of interactive educational interaction of students (overcoming the inertia of thinking, moving to a new level of building relationships between participants in the educational process, in particular providing a pedagogical partnership in systems «teacher-student» and «student-student» based on a dialogue where participants interact as active subjects); the focus of the teacher’s activity on the practical-oriented nature of preparing students for organization of interactive educational interaction of students (activation of creative and personal potential of future teachers, modeling of practice-oriented situations in the process of didactic-methodological preparation and learning to solve them through faculties); involvement of applicants for higher education in reflexive activity during their preparation for organization of interactive educational interaction of younger students (stimulating students to self-determination and formation of personal «self-concept»; systematic implementation of pedagogical reflection of their own actions in the context of the problem under study). It is determined that the quality of vocational education largely depends on the directions and ways to improve the practice-oriented training of higher education seekers, which is based on the introduction of interactive forms and methods of teaching. The expediency is substantiated of creating a system of interactive professional tasks in the process of preparation of future primary school teachers. The author notes that there is a change in the functions of the teacher, in particular, actively implementing innovative technologies; a new type of pedagogical thinking is formed, which is based on practice-oriented learning of students, the ability to create a comfortable student-centered environment. In modern realities, special importance is attached to the mobility of students, their choice of individual learning trajectory, the ability to carry out personal and professional reflection, the pursuit of self-improvement. Key words: practice-oriented preparing of future primary school teachers, activity dominant, interactive-professional tasks, partnership pedagogy, student-centered educational environment, reflective activity.

Teacher preparation and the COVID-19 disruption: Understanding the impact and implications for novice teachers

The COVID-19 pandemic required many school districts and teacher preparation programs to make major changes to student teaching placements. Preservice students who completed student teaching during the academic year 2019- 2020 are now employed as first year teachers, yet the impact these changes had on teachers’ self-efficacy is not clear. First-year teachers (N=162) responded to a survey which included items from the teachers’ sense of self-efficacy scale (TSES) to understand how teacher self-efficacy differed based on disruptions to student teaching placements and current teaching modality (hybrid, virtual, in-person). Participant responses to quantitative survey items were analyzed using a two-way MANOVA, while a qualitative survey item was analyzed using thematic analysis. Results from the two-way MANOVA show a significant interaction at the p<.05 level between current teaching modality and change in student teaching placement on overall teacher self-efficacy (p=.003), student engagement (p=.005), and instructional strategies (p=.001). Thematic analysis resulted in 11 themes sorted into positive, neutral, or negative impact categories with the greatest number of themes in the negative impact category. Overall, the results add to the knowledge base about the importance of student teaching to teacher self-efficacy. Implications for higher education faculty, policymakers, and school leaders are discussed.