Practical Preparation for Preservice Teachers: Integrating Classroom Management Coursework Into Teacher Education Programs

• In Event: Roundtable Session 55
  In Roundtable Session: Rethinking Program Design to Achieve the Diverse Aims of Teacher Preparation

Abstract

This study investigates the impact of integrating culturally relevant, anti-hegemonic, and pedagogically dynamic classroom management content and strategies into the curriculum of a secondary education pre-service methods course at Public University in New York. It used a quasi-experimental case study with data collection and analysis of two separate, graduate-level, pre-service social studies education methods courses: one that incorporated classroom management coursework (experimental) and one that did not (control). Overall, this study found the experimental students benefited from classroom management coursework by entering the classroom with a nuanced understanding of classroom management and armed with strategies to create positive learning environments while the control students articulated a desire for classroom management strategies before entering the classroom to address their “greatest fear.”

Author

• Jonathan Ryan Davis, The College of New Jersey