Does Content Area Impact How a Classroom Is Managed? Preservice Teachers' Beliefs on Content Area and Classroom Management

• In Event: Enhancing Teacher Skills in Classroom Management

Abstract

This study explores pre-service teachers’ beliefs about the impact of content area on classroom management. Quantitative analyses are used on over 200 open response surveys from Single Subject Credential pre-service teachers throughout the 2016-2017 academic year. Results indicate that most teachers believe classroom management differs by content area primarily because of the physical environment, types of activities, student interest and difficulty level, and behavioral structures. Findings have implications for teacher educators to stress the importance of classroom management by preparing teachers to create engaging lessons and establish behavioral structures.

Author

• Andrew Kwok, California State University, San Bernardino