A Study On Classroom Management Self-efficacy Of Pre-service Teacher And Its Cultivation Strategies

In 2010,the Ministry of Education launched the "excellent teacher training plan",which aims to reform the teacher education and training mode of normal universities,promote the talent training of excellent teachers,and "cultivate a large number of high-quality professional primary and secondary school teachers with noble morality,solid professional foundation,outstanding education and teaching ability and self-development ability." However,at this stage of teacher education,there are great defects in the cultivation of classroom management ability.A large number of studies have confirmed that classroom management plays an important role not only in students’ academic performance,but also in Teachers’ professional development.However,a large number of novice teachers’ reports are not well prepared in classroom management before they enter the classroom.On the other hand,in recent years,teachers’ self-efficacy has become a research hotspot in educational psychology.More and more scholars see the positive role of teachers’ self-efficacy in improving the quality of teaching and promoting teachers’ happiness.With the increasing importance of classroom management,classroom management self-efficacy has been gradually identified as a separate research field of teachers’ self-efficacy.The self-efficacy in classroom management will affect teachers’ willingness to take specific classroom management strategies and the persistence of setbacks in practical action.Therefore,this study starts from the self-efficacy in classroom management of pre-service teachers,discusses the Cultivation Strategies of pre-service teachers’ classroom management self-efficacy,and contributes to the cultivation of excellent teachers.On the basis of Bandura’s self-efficacy theory,combined with relevant literature,this study defines the four sources of classroom management self-efficacy of normal students,and compiles a questionnaire of classroom management self-efficacy of pre-service teachers,taking pre-service teachers in Sichuan and Chongqing as the research object to collect data.At the same time,we use the interview method to deeply understand the influence of each source on pre-service teachers’ classroom management self-efficacy.Through the analysis and discussion of the questionnaire data and the interview results,the following conclusions are drawn: first,the current pre-service teachers’ classroom management self-efficacy is in the upper middle level,and most of the classroom management self-efficacy is concentrated in the passive management of students’ activities,but lack of self-efficacy in actively creating a positive learning environment.Second,there are significant differences in the self-efficacy of classroom management among pre-service teachers in terms of gender and whether they have studied classroom management courses;there are no significant differences in the self-efficacy in classroom management among pre-service teachers in terms of academic performance and whether they have had educational practice experience;The interaction effect of self-efficacy was not significant whether pre-service teachers have had educational practice experience and whether they have studied classroom management courses.Thirdly,the factor analysis of the source scale of classroom management self-efficacy shows that active mastery and verbal persuasion are combined into one factor,and together with the other three factors(personality characteristics,alternative experience and emotional state),they constitute four factors that affect the formation and development of normal students’ classroom management self-efficacy.Fourth,there is a significant correlation between the four information sources of personality,positive mastery / verbal persuasion,alternative experience and emotional state,and the two factors of personality and positive mastery / verbal persuasion have a significant predictive effect on the classroom management self-efficacy of normal students.Based on the above empirical analysis results,we can find that pre-service teachers’ classroom management self-efficacy is affected by multiple factors,which are not only related to teachers’ own factors,but also related to normal universities,practice schools and other factors.Therefore,this paper puts forward the following three suggestions: first,teachers preparation program should increase the teaching of classroom management theory knowledge,strengthen the guidance for pre-service teachers and cultivate their positive personality characteristics;second,practice schools should treat pre-service teachers with an open mind,create environment and conditions as far as possible,so that pre-service teachers can obtain successful experience as soon as possible in the early stage of practice;give full play to guidance;Thirdly,pre-service teachers should improve their self-awareness and learn positive self-attribution;communicate with others more and develop good personality.