Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Abstract

The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

A Narrative Inquiry of Students Teachers Identity Construction Through Teaching Practicum: Voices From Secondary School Classroom in Indonesia

“…Related to Korkut (2017), who stated that classroom management is not only about how to control the class but also how the teacher can inspire and motivate the students, this study reveals that the student teachers can perform adequately in this teaching practicum. They can control the class, as well.…”

“…Based on that, the teachers are required to be able to combine all the components. The teacher has to be able to choose the best technique and strategy in teaching, also inspire and motivate the learners (Korkut, 2017).…”

“…It reveals that besides theories, field experiences are also needed. Moreover, Korkut (2017) investigated how student teachers manage their classes during their teaching practicum differently with in-service teachers. This study found that both student teachers and inservice teachers have their own way of managing the class.…”

The Nexus between Teaching Practice and PGCE Student-Teachers: The Perceptions of Subject Mentors on Pre-Teachers' Readiness for Teaching Career

“…Classroom management is a key aspect of effective teaching and learning. This assertion is supported by [23], [24], who postulate that classroom management is the central element of every teacher's daily professional experience. The findings of this theme show that pre-service teachers are unable to manage their classes.…”

Assessment of EFL Pre-service Teachers’ Teaching Performance: Analysis of Classroom Videos Using the Danielson Framework for Teaching Evaluation Instrument

“…Indicators of a well-managed classroom are that instructional groups are used effectively, and transitions between activities and management of materials and supplies are skilfully done to maintain momentum and maximize instructional time (Danielson, 2013). The research on pre-service teachers' competence in classroom management indicates that it is not only an ongoing concern to them, but that if these pre-service teachers do not master the required skills in managing classroom learning, then problems certainly escalate, leading to even more serious consequences (Pereira & Gates, 2013;Korkut, 2017). An implication of these findings for program planners and instructors, it might be suggested that pre-internship courses such as classroom management, micro teaching and field experience are needed to be added in the teacher preparation program so that the teacher candidates have the chance to improve classroom management skills in both simulation context and in the real classrooms.…”