Abstract
This empirical study discerns whether candidates’ dispositions and applications of classroom management strategies change after completing the university classroom management course and whether their views are aligned with current research on effective techniques. A voluntary, confidential, ongoing survey was offered to candidates completing the course over a period of two years at least one quarter after they completed the course. Beginning with the second year, candidates will given a short survey the first week of the course to more clearly ascertain dispositional changes from the beginning of the course to the end, as well as after they have teaching opportunities to practice their skills. The preliminary results from the first year confirm the benefits of creating effectual classroom management plans and identifying the basis for their future success as classroom teachers. This study substantiates the importance of a research-based course in teacher preparation programs with future implications for further study.
DOI
10.15760/nwjte.2015.12.1.3
Creative Commons License
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Persistent Identifier
https://archives.pdx.edu/ds/psu/25440
Recommended Citation
Byers-Kirsch, Jan and Bartel, Kimberlee
(2015)
"Dispositions and Applications for Classroom Management: Pre-Service Teachers Build a Community of Learners,"
Northwest Journal of Teacher Education: Vol. 12
:
Iss.
1
, Article 3.
DOI: https://doi.org/10.15760/nwjte.2015.12.1.3