El-Abd, Maria;
Chaaban, Youmen;
(2020)
The role of vicarious experiences in the development of pre-service teachers’ classroom management self-efficacy beliefs.
International Journal of Early Years Education
, 29
(3)
pp. 282-297.
10.1080/09669760.2020.1779669.
![[thumbnail of Yamak_The role of vicarious experiences in the development of pre-service teachers classroom management self-efficacy beliefs.pdf]](https://discovery.ucl.ac.uk/style/images/fileicons/text.png) |
Text
Yamak_The role of vicarious experiences in the development of pre-service teachers classroom management self-efficacy beliefs.pdf - Accepted Version Access restricted to UCL open access staff Download (290kB) |
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.
| Type: | Article |
|---|---|
| Title: | The role of vicarious experiences in the development of pre-service teachers’ classroom management self-efficacy beliefs |
| DOI: | 10.1080/09669760.2020.1779669 |
| Publisher version: | https://doi.org/10.1080/09669760.2020.1779669 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Classroom management, self-efficacy, pre-service teachers |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10151783 |
Archive Staff Only
 |
View Item |
