Student teachers’ classroom management during the school internship

Adams, Tom; Köster, Bob; Brok, Perry den

doi:10.1080/02619768.2020.1860011

Cited by 9 publications

(5 citation statements)

References 23 publications

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“…On the basis of the ADDIE paradigm, a needs assessment was done with instructors. On the basis of the information acquired from the interns and the assessment of the relevant literature (Adams et al, 2022;Anindya et al, 2020;Karagianni et al, 2023;Susiyowadi et al, 2021), it was decided that the teachers need classroom management training. After finishing the model's analytical phase, the design phase commenced.…”

Section: Discussionmentioning

confidence: 99%

“…Globally, effective classroom management is regarded as one of the most significant indicators of a teacher's effectiveness, and it should be viewed as a component of the school administration system, which includes student-centered teaching strategies, participatory processes, and continuous quality evaluation of educational work (Karagianni et al, 2023). It is well knowledge that new instructors struggle with the gap between teacher education and classroom management (Adams et al, 2022;Anindya et al, 2020;Susiyowadi et al, 2021). There are a variety of trainings and strategies that are carried out in order to develop the classroom management skills of both in-service teachers and pre-service teachers (Kwok, 2021;Purwanti & Vania, 2021;Shamina & Mumthas, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Scenario approach for training classroom management in virtual reality

Kugurakova

Golovanova

Кабардов

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Scenario approach for training classroom management in virtual reality

Kugurakova

Golovanova

Кабардов

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

View full text Add to dashboard Cite

show abstract

“…It provides information internally that the learning process in the internship program has succeeded in providing insight into the learning paradigm applied by preservice teachers to their activities while studying in class (Dalimunthe et al, 2019;Putman & Polly, 2021). The same applies to the teaching profession (Gravett et al, 2019), classroom management (Adams et al, 2020), academic culture, and school organization (Tindowen et al, 2019), which they will play. Furthermore, when the evaluation of the internship program is viewed as externally focused on the changes that occur, the behavior level plays an essential role over other levels (D. L. Kirkpatrick & Kirkpatrick, 2007;Praslova, 2010).…”

Section: Discussionmentioning

confidence: 99%

Kirkpatrick Four-level Model Evaluation: An Evaluation Scale on the Preservice Teacher’s Internship Program

Dalimunthe

2022

JERE

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Internship programs are organized depending on the program provider (school), so many students have a big difference in the internship experience. On the other hand, the campus has limitations in running the program, one of which is evaluating the achievement of the internship program. The purpose of this study is to build validity on the evaluation scale of the apprenticeship program for pre-service teachers using Kirkpatrick's four-level evaluation model. This type of research is quantitative with a confirmatory quantitative approach. The sample is 212 pre-service teachers. The methods used in collecting data are observation, tests, and questionnaires. Instruments used for test sheets and questionnaires. Data analysis used a confirmatory factor analysis (CFA) approach with the SmartPLS v3.0 application. The analysis results are that the four-level evaluation model meets construct validity and proves accurate validation on the internship program evaluation scale. In particular, the internship program evaluation scale effectively tracks program achievements at each level. The implication is that academic stakeholders on campus can use this evaluation scale as a measuring tool to experiment with the success of the internship program. In addition, they can review the achievements of pre-service teachers in implementing apprenticeship programs based on each level of the Kirkpatrick model.

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“…One reason could be that pre-service teachers may neither very frequently encounter scientific information about effective classroom management in their studies (only in a few selected courses) nor repeat already encountered information (Jones, 2006;O'Neill and Stephenson, 2011;Adams et al, 2020). Thus, the evidence-based knowledge they gain throughout their formal studies does not become automated knowledge (De Jong and Ferguson-Hessler, 1996;Renkl et al, 1996).…”

Section: Knowledge About Classroom Management From University Studiesmentioning

confidence: 99%

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

Baier-Mosch,

Kunter

2024

Front. Educ.

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We investigated two sources of classroom management knowledge in 93 pre-service teachers. The first research question focused on knowledge from university studies, which is thought to be evidence-based knowledge, and whether its use for problem solving in the classroom can be fostered by means of knowledge activation. The experiment showed that knowledge activation did not lead to higher use of knowledge from university studies and better problem solving. The second research question focused on knowledge from own schooling experiences and its content as compared to knowledge from university studies. The pre-service teachers’ knowledge from own schooling was strongly focused on simple reactive strategies, only as compared to knowledge from university studies.

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Student teachers’ classroom management during the school internship

Cited by 9 publications

References 23 publications

Scenario approach for training classroom management in virtual reality

Scenario approach for training classroom management in virtual reality

Kirkpatrick Four-level Model Evaluation: An Evaluation Scale on the Preservice Teacher’s Internship Program

Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation

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