Lost in Translation: Preservice Teachers' Perceptions of Classroom Management Beliefs and Actions

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

Abstract

This mixed methods study examines preservice teachers’ (PST) conceptions of classroom management (CM). Using an entry/exit survey design, we qualitatively analyze over 650 PST responses to an open-response item regarding their perception of a successfully managed classroom. Then, we quantitatively analyze survey items of importance about CM actions. Following, we examine any correlations between illustration codes and importance ratings to explore PSTs’ CM conceptions. Results indicate a prevalence of behavioral beliefs throughout preparation with a noted decrease in relational. Additionally, PSTs’ perceptions of management actions to be relatively singular; however, at exit, they become more complex. This study has implications for creating authentic learning environments within teacher education to support PSTs’ CM development.

Authors

• Megan Svajda-Hardy, Texas A&M University
  Presenting Author

• Andrew Kwok, Texas A&M University
  Presenting Author