Preservice Teachers in Switzerland: Effects of a Thinking Journal on Self-Efficacy Beliefs Regarding Behaviour Management

Abstract

How to improve behaviour management education? We take a step towards answering this question by presenting the use of a thinking journal during the high-responsibility placement of 47 preservice teachers. A longitudinal investigation was used to bring empirical evidence that using such a device has a positive impact on their self-efficacy beliefs. A repeated measures ANOVA was conducted and determined a significant difference in self-efficacy beliefs regarding behaviour management across three time points. The usefulness of the thinking journal was also investigated. Results highlight the supportive aspect of this device in the face of difficult teaching situations as well as important divergences between the perceptions of preservice teachers and those of their trainers. The study took place in Switzerland, during the last semester of teacher training.