Impact of Classroom Management Training on Physical Education Trainees’ Self-Efficiency Feeling

Abstract

This study measures the impact of an additional training in classroom management on physical and sports education trainees' self-efficacy feeling. An experimental group having received a complementary theoretical and practical formation in classroom management has been compared to a focus group which has followed the initial formation course. Two measures of this feeling have been taken at different moments by using the questionnaire Ohio State Teacher Scale (OSTES) translated in French. This device is made of three sub-scales of eight items each related to the teaching strategies adopted by the teacher in his classroom management and his capacity to involve the students in this task. The analysis allows the trainees who have received an additional training in classroom management to express a feeling of efficiency higher than those who received usual initial training.

Autoeficacia en la gestión del aula en el profesorado de primaria y secundaria: variables predictoras y perfiles docentes

“…Respecto a la formación inicial, se ha encontrado que los profesores que han recibido formación sobre la gestión del aula en sus estudios universitarios tienen mayor probabilidad de manifestar una mayor autoeficacia que quienes no la recibieron. Resultados similares encontraron Bouzid et al (2015) en profesores de Educación Física, haciendo hincapié en la importancia que tiene la puesta en marcha de programas específicos de desarrollo de las competencias en gestión del aula en la educación formal. Asimismo, Del Arco et al (2021) ponen de manifiesto la importancia que tiene el Prácticum y el tutor de prácticas en la adquisición de conocimiento práctico del aula y de su gestión.…”