THE ROLE OF VICARIOUS EXPERIENCES IN THE DEVELOPMENT OF PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SELF-EFFICACY BELIEFS

Back to Page Authors: Maria El-Abd, Youmen Chaaban

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Keywords: Pre-service teachers, Student teaching, Classroom management, Self-efficacy

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Abstract: The present mixed-methods study investigated the classroom management self- efficacy (CMSE) beliefs of early childhood pre-service teachers in Lebanon. Additionally, 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 also participated in pre- and post-observation focus group interviews. Results indicated that while CMSE beliefs did not undergo a statistically significant change following pre-service teachers’ observations, several important trends were noted through the focus group interviews, including a shift from emphasizing 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.

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