Improving Self-Efficacy in Pre-Service Teachers by Expanding Classroom Management Skill Development

Autor/in	Golubtchik, Lauren M.
Titel	Improving Self-Efficacy in Pre-Service Teachers by Expanding Classroom Management Skill Development
Quelle	(2022), (101 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Fordham University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0385-5
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Preservice Teachers; Classroom Techniques; Teaching Skills; Skill Development; Graduate Students; Teaching Methods; Methods Courses; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung
Abstract	Student teachers (N = 22) in a New York State Graduate School of Education pre-service teacher preparation program reported feeling ineffective in using classroom management (CM) skills and strategies. Using an Improvement Science approach and Bandura's work on self-efficacy, this mixed methods research project examined whether providing pre-service teacher candidates with structured opportunities to develop classroom management solutions and applied learning opportunities in instructional methodology courses would build stronger self-efficacy when using these strategies in their own classrooms. Four change ideas were identified (1) embedding CM solutions into the curriculum, (2) reflecting on the experiences of using the CM solutions in a real-world classroom environment, (3) practicing CM solutions as a part of fieldwork, and (4) aligning classroom instruction with fieldwork. The research used the Classroom Management Self Efficacy Instrument (CMSEI), focus groups, and written reflections. Five themes emerged from the data: student-teacher relationships, orderly classrooms, preventative measures, difficult students, and use of technology. Scores for seven practice-oriented items on the CMSEI showed strong improvement (answering agree or strongly agree: M = 79.22%, pre-intervention; M = 93.75%, post-intervention). Responding to the CMSEI question "I can manage a class very well," 63.64% of students strongly agreed or agreed before the intervention compared to 87.50% after the intervention. On eight follow-up items pertaining to self-efficacy on the post survey, students reported strong efficacy (M = 85.16% answering agree or strongly agree, with a range on items of 75.55% to 93.75%). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01