The role of vicarious experiences in the development of pre-service teachers' classroom management self-efficacy beliefs. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: El-Abd, Maria; Chaaban, Youmen
• Is Part Of: International journal of early years education. Volume 29:Issue 3(2021)
• Page Start: 282
• Page End: 297
• Publication Date: 2021-07-03
• Subjects: Classroom management -- self-efficacy -- pre-service teachers; Early childhood education -- Periodicals; Education, Preschool -- Periodicals; Child psychology -- Periodicals; Child development -- Periodicals; 372.2105
• DOI: 10.1080/09669760.2020.1779669
• Languages: English
• ISSNs: 0966-9760

Abstract

ABSTRACT: The present mixed-methods study investigated classroom management self-efficacy (CMSE) beliefs of early childhood pre-service teachers in Lebanon. Vicarious experiences, through observation of an in-service teacher, were analysed for efficiency in supporting the development of pre-service teachers' CMSE beliefs. The sample consisted of 23 students who completed a pre- and post-observation survey measuring CMSE; five students participated in pre- and post-observation focus group interviews. Results indicated CMSE beliefs did not undergo a statistically significant change following pre-service teachers' observations, but several trends were noted through the focus group interviews, including a shift from emphasising reactive behaviours to more proactive ones. All pre-service teachers voiced their desire for additional mastery experiences to aid in the development of their CMSE beliefs. Practical implications and recommendations were discussed.