Misunderstandings and Misperceptions: The Classroom Management Strategies of Preservice Teachers

• In Event: Preservice Teachers: Bridging Theory to Practice

Abstract

The current study first examined preservice teachers’ (n=164) concerns about future classroom management. Second, through provided scenarios, participants proposed solutions for common classroom management challenges and provided rationales for their solutions. Participants reported concerns not only about in-school management but also regarding management in their future professional lives, including financial and self-management concerns. Despite instruction in underlying theoretical frameworks and strategies known to support effective management; many participants suggested the use of punishment and demonstrated misconceptions in the application of management strategies. Findings provide insight into preservice education and training. Avenues for future research and the role of educational psychology courses are explored. Areas for targeted mentorship in preservice teacher education programs are suggested.

Authors

• Rayne A. Sperling, The Pennsylvania State University

• D. Jake Follmer, The Pennsylvania State University

• Alexa Marie Kottmeyer, The Pennsylvania State University - University Park

• Alexander L. Towle, The Pennsylvania State University

• Christa Oeder, The Pennsylvania State University

• Rachel Miriam Vriend Croninger, The Pennsylvania State University

• Kyung Sun Chung, The Pennsylvania State University

• Nicole Berezo, The Pennsylvania State University