Examining Preservice Teacher Preparation in Classroom Management: A Review of Literature

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Exploring Promising and Innovation Practices in Teacher Education (Table 32)

Abstract

Across the United States, preservice teachers are concerned about their preparedness for the teaching profession, with classroom management as one of their greatest concerns. Additionally, public school teachers are leaving the profession in the earliest years of their careers, which literature links to inexperience with managing challenging behaviors. This systematic literature review seeks to understand how preservice teachers are prepared to respond to classroom management challenges based on how teacher education preparation programs instruct preservice teachers to overcome those challenges. Researchers use a four-step coding process to review 10 qualitative, quantitative, and mixed methods studies conducted in United States elementary schools between 2009 and 2022. Recommendations for future research and the need for continued preservice teacher support are discussed.

Authors

• Omodolapo Somo-Aina, University of North Carolina - Greensboro

• Ebonie Lassiter, University of North Carolina - Greensboro

• Sarah Stallings, University of North Carolina - Greensboro

• Mshael Althiab, University of North Carolina - Greensboro

• Grace Vaughan, University of North Carolina - Greensboro