Student Teachers' Classroom Management Learning Process During the Internship

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Exploring Preservice and In-Service Teachers' Beliefs and Perceptions of Classroom Management (Table 6)

Abstract

Student teachers’ classroom management (CM) development is an important aspect of their teacher education internship. This study focused on CM learning processes and CM learning outcomes of 24 student teachers during their internship and the patterns that emerged in these, as well as in their interrelationships. Four patterns of student teachers’ CM learning processes were found: ‘Knowledge driven’, ‘Feedback driven’, ‘Inspiration driven’ and ‘Practice driven’. These profiles differed in their approach concerning student teachers’ use of theory, the role of teacher educators and their student teachers’ self-regulated learning, which had implications for how student teachers learned classroom management and coped with their classroom management challenges during the internship.

Authors

• Tom Adams, Fontys University of Applied Science
  Presenting Author

• Bob Koster, Fontys University of Applied Science
  Non-Presenting Author

• Perry den Brok, Wageningen University
  Non-Presenting Author