An Empirical Study of Self Modelling Behaviours among B.Ed. Trainees in Coimbatore City, Tamil Nadu, India

Abstract

Self-modelling is an essential construct in teacher education that emphasises self-observation, reflection, and behavioural refinement. In the evolving landscape of education, where adaptability and reflective competence are paramount, self-modelling serves as a critical mechanism for professional growth among future teachers. The present study investigates the level of self-modelling among B.Ed. trainees and examines its variation across multiple demographic variables, including gender, locality, educational qualification, marital status, year of study, subject specialisation, and teaching experience. A descriptive survey method was employed with a sample of 120 B.Ed. trainees selected through random sampling. Data were collected using a Self-Modelling Scale developed by the investigator. Statistical techniques such as mean, standard deviation, t-test, ANOVA, and Pearson’s correlation were used for analysis. The findings reveal that a majority of trainees exhibit a moderate level of self-modelling. Significant differences were observed with respect to locality, educational qualification, subject specialization, and teaching experience, whereas gender, marital status, and year of study did not show significant differences. The study highlights the importance of structured reflective practices and experiential learning in teacher education programs. It concludes that self-modelling is a learnable and developable skill that requires systematic integration into teacher training curricula.