Beginning Teachers' Thinking About Fairness in Classroom Management: Cross-Sectional Results From an Online Case Study

• In Event: Classroom Management: Cross-Career Perceptions

Abstract

Preparing teachers for classroom management (CM) is a longstanding challenge. Addressing equity and fairness in CM is particularly challenging given the ethics of exposing novices to examples of potentially biased CM practice. Responding to these challenges, we developed and tested an online case study that established a vicarious learning context. Our goal was to elicit novices’ reasoning about equitable treatment of students and introduce them to CM tactics that can identify and disrupt potential teacher bias. Preliminary results from two groups of novice teachers (first-year and graduate students) suggest that the case can detect developmental differences, foster reflection on implicit bias and tactics that can mitigate it, and identify fruitful avenues for further instruction.

Authors

• Joan M.T. Walker, Pace University

• Naya Rivera, Pace University

• Jennifer Pankowski, Pace University