Elaboration of Situated Awareness of Classroom Management Along a Continuum: Prospective Teachers' Dilemmas

• In Event: Park Central Roundtable Session 10
  In Roundtable Session: Emerging Resolutions for Classroom Management Issues

Abstract

Twenty Swedish prospective teachers were interviewed twice, before and after, a teacher training course about classroom management, conflicts and social relations by the use of phenomenographic interviews. As part of the results we found that they had identified five areas of dilemma situations a long a continuum of significant importance for classroom management, especially with a focus on expectation and motivation, relations and classroom climate. We also found that they had less focus on routines and rules and lack of focus on disciplinary interventions points. Such finding indicates that there is a need for continuing effort from teacher educators in order to elaborate prospective teachers’ awareness about situated classroom management.

Authors

• Marcus Samuelsson, University West

• Gunnel Granstrom Colnerud, Linkoping University