Behavior or Relationships? Preservice Teachers' Classroom Management Beliefs and Correlating Characteristics

• In Event: 79.039 - Preservice Teachers Training: Developing Competence and Perceptions of Classroom Management in Preservice Teachers

Abstract

Over 200 survey responses of single subject pre-service teachers were analyzed through mixed methodology. Open responses of teachers’ descriptions and definitions were qualitatively analyzed to explore patterns in how they explain behavioral, academic, and relational components of classroom management. Frequency of codes and logistic regression indicate that teachers tend to focus on behavioral components of classroom management, though less so as they progress throughout teacher education. Findings have implications for teacher educators to focus on more relational components of classroom management.

Authors

• Andrew Kwok, Texas A&M University - College Station

• Jason Patrick Moore, University of Michigan