Effekte einer Classroom-Management-Intervention in unterschiedlichen Lehrformaten (Präsenz, Online, Hybrid) zur Vorbereitung auf das Allgemeine Schulpraktikum

In preparation for their school internship, Bachelor students complete a classroom management course (classroom training, online literature course). Since it proved to be effective, it was implemented as a mandatory element of teacher education. Due to the pandemic, an additional hybrid training course was designed and implemented in the winter semester 2020/21. The present study evaluates the effects of the CM course in three different teaching formats (face-to-face training, online literature course, hybrid training) on self-assessed knowledge of CM, self-assessed CM competencies, and teacher’s self-efficacy. Participants of all teaching formats show higher values in almost all areas examined at the post-measurement point. Both the face-to-face and hybrid training groups are superior to the online literature course group in nearly all areas of knowledge examined. In terms of teacher’s self-efficacy, the face-to-face training format proved to be more effective than both the online literature course and the hybrid training format. Regarding self-assessed CM competencies, the face-to-face training format only shows more favorable post-intervention scores compared to the online literature course in five of the nine competency areas examined.

The results show the effectiveness of all three teaching formats studied with clear evidence of the superiority of the face-to-face training format.