The Effect of Classroom Management Efficacy on Interest Development in a Virtual Classroom Management Simulation

• In Event: TED - Virtual Classroom Simulations: Examining their Impact on Learning Outcomes and Experiences in Teacher Education

Short Description

This study examined how preservice teachers’ classroom management self-efficacy influences the four-phase of interest development (triggered situational interest, maintained situational interest, emerging individual interest, and well-developed individual interest) in a classroom management simulation. Fifty-seven pre-service teachers participated, and the findings show that the high-efficacy group scored higher interest than the low-efficacy group. In conclusion, teacher efficacy could be considered one of the critical elements to increase interest in using the simulation.

Authors

• Contributor: Suhyun Ki, Chonnam National University

• Contributor: Jeeheon Ryu, College of Education, Chonnam National University Gwangju, South Korea

• Contributor: SANGHOON PARK, University of South Florida