Preservice Teachers’ Classroom Management Training: A Survey of Self-Reported Training Experiences, Content Coverage, and Preparedness

Abstract

Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in classroom management as well as the content and their attitudes toward the training. A majority of students took stand‐alone courses in classroom management, which were reported to provide the most comprehensive content, but the most frequently reported sources were mentoring and fieldwork. Participants reported that a combination of didactic coursework and hands‐on training were associated with the highest sense of preparedness to use classroom management strategies. Implications for future research and school psychological services are discussed.

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

“…Findings on professional vision (Lachner, Jarodzka, & Nückles, 2016) show: Novices tend to notice misbehavior too late or not at all and to misinterpret classroom events (van den Bogert, van Bruggen, Kostons, & Jochems, 2014;Housner & Griffey, 1985). Yet, preservice teachers' professional vision of critical incidents in the classroom is often neglected or not addressed sufficiently in teacher education programs (Christofferson & Sullivan, 2015;Freeman, Simonsen, Briere, & MacSuga-Gage, 2014;van Tartwijk & Hammerness, 2011;Gold, Förster, & Holodynski, 2013). The challenges inherent in teaching classroom management to preservice teachers exacerbate this problem further (Brophy, 1988).…”

Řízení třídy: přístupy, oblasti, strategie

“…Současný převládající přístup k řízení třídy je tedy zaměřen na jeho široké pojímání z různorodých perspektiv, které posunují vnímání řízení třídy od kontrolních aktivit učitele k vytváření fyzických a sociálních podmínek ve školní třídě, které podporují proces učení u žáků (Christofferson, Sullivan & Bradley, 2015). V souvislosti s širším chápáním pojmu řízení třídy je také třeba zmínit orientaci učitelova působení, které nezahrnuje jen vzdělávání žáků.…”

Effect of Video-Cases on the Acquisition of Situated Knowledge of Teachers

“…Alertness is the teacher's ability to be constantly aware of what is going on in the classroom (Kounin, 1970, Christofferson & Sullivan, 2015. Not only the way this is perceived, also the way these perceptions are interpreted, how signals are received and how problems are anticipated is part of alertness.…”