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Impacting Pre-Service Teachers’ Classroom Management Self-Efficacy through Blended Learning during Clinical Teaching
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, , , Tarleton State University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The impact of intentionally sequenced in-person and online learning was examined in relation to pre-service teachers’ classroom management self-efficacy. It has been asserted in the research literature that undergraduate teacher preparation programs have not adequately prepared pre-service teachers for the challenge of effectively managing a classroom. Traditional models of simply “covering” classroom management during the pre-service curriculum do not provide students with desired experiential learning of techniques or accommodate their adult learning preferences for just-in-time practice. The blended learning model in this study incorporated in-person training regarding classroom management strategies at the start of the clinical teaching semester, followed by an online learning experience designed to solidify concepts derived from the workshop throughout the clinical teaching semester. Pre-service teachers (n = 84) participated in the study, and the Teachers’ Sense of Efficacy Scale (TSES) was utilized to compare pre/post self-efficacy of pre-service teachers. Significant positive effects in classroom management self-efficacy were registered and suggest that blending intentionally sequenced and sustained online support in classroom management during the clinical teaching semester may be a viable means of addressing the previously cited shortcomings of teacher preparation with regard to classroom management.

Citation

Baker, C., Gentry, J. & Larmer, W. (2020). Impacting Pre-Service Teachers’ Classroom Management Self-Efficacy through Blended Learning during Clinical Teaching. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1607-1615). Online: Association for the Advancement of Computing in Education (AACE). Retrieved September 28, 2022 from .

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