The Self-Efficacy of Pre-Service Teachers: Lessons Learned During the Covid-19 Pandemic in the Northwest of England

Bandura's pivotal work Initial teacher education (ITE) programmes should intend to develop and maintain stable, high levels of teacher self-efficacy, and their structure support this During the Covid-19 pandemic, ITE programmes in England were severely disrupted by two national lockdowns. The first lockdown terminated school experience placements for all trainee teachers in the United Kingdom. When schools were fully open, there were unpredictable and localised disruptions to school experience placements due to a variety of anti-Covid-19 measures. This changed the nature of ITE programmes and, presumably, the relative importance of Bandura's 1 influential factors.