The more experienced, the better prepared? New evidence on the relation between teachers’ experience and their readiness for online teaching and learning

In the present study, we tested common assumption that teachers with more experience consider themselves better prepared for online teaching and learning (OTL). Utilizing data from a survey of 366 higher-education Portugal at beginning COVID-19 pandemic in 2020, performed structural equation modeling to quantify experience-readiness relationship. The contained an assessment teachers' OTL readiness which was measured by their perceptions institutional support, presence, TPACK self-efficacy. contrast linearity “the experienced, prepared”, found robust evidence curvilinear Teachers’ increased first then decreased experience—this applied especially self-efficacy dimension readiness. Further analyses suggested relationship does not only exist level aggregated constructs but also indicators, is, specific areas knowledge, teaching, support. We argue both novice experienced higher education could benefit experience-appropriate, pedagogical, content-related support programs OTL. • Readiness (OTL) comprised multiple dimensions. relation between curvilinear. Curvilinearity occurred Experience impacted measurement nature against outliers experience.