CE  Vol.6 No.12 , July 2015
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.

Cite this paper
Bouzid, M. , Mrayeh, M. and Souissi, N. (2015) Impact of Classroom Management Training on Physical Education Trainees’ Self-Efficiency Feeling. Creative Education, 6, 1256-1265. doi: 10.4236/ce.2015.612124.
References
[1]   Archambault, J., & Chouinard, R. (2009). Towards an Educational Classroom Management (3rd ed.). Boucherville, Quebec: Gaëtan Morin.

[2]   Bandura, A. (1994). Self Efficacy, In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (l4, pp. 71-81). New York: Academic Press.

[3]   Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York : W.H. Freeman and Co.

[4]   Bandura, A. (2007). Self-Efficiency, the Self-Efficacy Feeling. Bruxelles: De Boeck University.

[5]   Bressoux, P., & Dessus. P. (2003). Teacher Strategies in Interactive Situations. In M. Kail, & M. Fayol (Eds.), Cognitive Science and School: The Question of Learning (pp. 213-257). Paris: PUF.

[6]   Chouinard, R. (1999). Beginner Teachers and Classroom Management Practices. Review of Educational Sciences, 25, 497-514.

[7]   Desbiens, J. F., Borges, C., & Spallanzani, C. (2009). Educational Supervision in Physical Education. Education and Francophonie, 37, 1-5.
http://dx.doi.org/10.7202/037649ar

[8]   Desbiens, J. F., Spallanzani, C., Roy, M., Turcotte, S., Lanoue, S., & Tourigny, J. S. (2014). A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching. Sport Science Review, 23, 5175-5204.
http://dx.doi.org/10.1515/ssr-2015-0001

[9]   Doyle, W. (1980). Classroom Management. Document ERIC No. ED206567, Lafayette: Kappa Delta Phi.

[10]   Doyle, W. (1986). Classroom Organization and Management. In M. C. Wittrock (Dir.), Handbook of Research on Teaching (3rd ed., pp. 392-431). New York: Macmillan.

[11]   Dufour, F., & Chouinard, R. (2013). Classroom Management Support System: Testing with Teaching Beginners. Education & Formation, e-299, 52-66.

[12]   Erickson, F., & Shultz, J. (1981). When Is a Context? In J. L. Green, & C. Wallat (Eds.), Ethnography and Language in Educational Settings (pp. 147-160). Norwood, NJ: Ablex Publishing.

[13]   Evertson, C. M., & Weinstein, C. S. (2006). Classroom Management as a Field of Inquiry. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp.3-16). Mahwah, NJ: Lawrence Erlbaum Associates.

[14]   Fortin, M. F. (2010). Fundamentals and Stages of the Research Process. Quantitative and Qualitative Methods (2nd ed.). Montréal: Chenelière éducation.

[15]   Gervais, C., & Desrosiers, P. (2005). The School, a Place of Teacher Training. Questions and Accompanying Benchmarks for Trainees. Sainte-Foy: Laval University Press.

[16]   Heneman III, H. G., Kimball, S., & Milanowski, A. (2006). The Teacher Sense of Efficacy Scale: Validation Evidence and Behavioral Prediction. WCER Working Paper No. 2006-7, Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research.
http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2006_07.pdf

[17]   Lamarre, A. M. (2004). The Study of the Experience of the First Year of Primary Education in a Phenomenological Hermeneutical Perspective. Recherches Qualitatives, 24, 19-56.

[18]   Léveillé, C. J., & Dufour, F. (1999). The Challenges of Managing Class in High School. Journal of Science of Education, 25, 515-532.

[19]   Martin, N. K., & Baldwin, B. (1996). Helping Beginning Teachers Foster Healthy Classroom Management: Implication for Elementary School Counselors. Elementary School Guidance and Counseling, 31, 106-113.

[20]   Martineau, S., Gauthier, C., & Desbiens, J. F. (1999). Classroom Management at the Heart of the Teacher Effect. Review of Educational Sciences, 25, 467-496.

[21]   Ménard, L., Legault, F., & Dion, J. S. (2012). Impact of Teacher Training and Supervision in the Sense of Self-Efficacy of New Teachers College. Canadian Journal of Education, 35, 212-231.

[22]   Nault, T., & Fijalkow, J. (1999). Introduction. Classroom Management: From Yesterday to Tomorrow. Review of Educational Sciences, 25, 451-466.

[23]   Nault, T., & Lacourse, F. (2008). Classroom Management. A Skill to Develop. Anjou: CEC Ed.

[24]   Nunally, J. C. (1978). Psychometric Theory. New York: McGraw-Hill.

[25]   Official Journal of the Tunisian Republic (JORT) (2008). Order Fixing the General Framework of the LMD Studies System. Official Journal of the Tunisian Republic (JORT), 79, 3093-3098.

[26]   Ria, L., Sève, C., Durand, M., & Bertone, S. (2004). Uncertainty, Contradiction and Exploration: Three Typical Experiences of Beginning Teachers in Physical Education. Review of Educational Sciences, 30, 535-554.

[27]   Roux-Perez, T. (2006). Representation of the Teaching Profession and Education in Relation to Students in STAPS: Professional Identity Construction. STAPS Review, 73, 57-69.
http://dx.doi.org/10.3917/sta.073.69

[28]   Serres, G., Ria, L., Adé, D., & Sève, C. (2006). We Learn to Really Be Involved in Initial Training? The Premises of the Development of Professional Activity in the Dual Training Devices. STAPS Review, 72, 9-20.
http://dx.doi.org/10.3917/sta.072.09

[29]   Siegel, S., & Castellan, N. J. (1988). Nonparametric Statistics for the Behavioral Sciences (2nd ed.). Boston, MA: McGraw-Hill.

[30]   Tardif, M. (2006). What Knowledge of Teaching Experience? Bulletin of the High School of Pedagogy Bern, Jura and Neuchatel, 3, 13-16.

[31]   Tschannen-Moran, M., & Woolfook Hoy, A. (2007). The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers. Teaching and Teacher Education, 23, 944-956.
http://dx.doi.org/10.1016/j.tate.2006.05.003

[32]   Villeneuve, L. (1994). Tools for Learning. Montreal: Editions Saint-Martin.

[33]   Wubbels, T. (2011). An International Perspective on Classroom: What Should Prospective Teachers Learn? Teaching Education, 22, 113-131.
http://dx.doi.org/10.1080/10476210.2011.567838

 
 
Top