Prospective Teachers' Perceptions on Diversity and Disciplinary Actions in Classroom Management

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

Abstract

This qualitative study adopts Critical Whiteness Theory to analyze prospective teachers’ perceptions of student diversity and discipline in classroom management in a predominantly white teacher education methods course. Through thematic analysis, we find that: (1) Prospective teachers have a simplistic understanding of diversity and a deficit view of diverse learners; (2) They confirm their mentor teachers’ disciplinary actions without confronting them; and (3) They problematize the behaviors of students with diverse backgrounds while normalizing (or romanticizing) similar behavior by white students. This study provides data-grounded implications for teacher educators to design opportunities to engage prospective teachers in critical discussion on diversity and how it operates in classroom management decision making.

Authors

• Katrina Liu, University of Nevada - Las Vegas

• Sandra Candel, University of Nevada - Las Vegas