Abstract
Classroom management is one of the biggest challenges first-, second, and third-year (referred to as novice) teachers face. Research has shown novice teachers feel unequipped to manage their classrooms due to inadequate preservice training. In this study, 96 novice elementary school teachers from school districts throughout South Carolina completed an online survey that addressed preservice classroom management experiences and teachers’ beliefs about classroom management preparation. It was found that although 80% of participants did receive preservice classroom management training, some of these participants felt unprepared to manage their classrooms. Over 90% of participants agreed that a preservice classroom management course in college is beneficial for future teachers. The results indicate a need for strong preservice courses in classroom management that offer both strategies and classroom experiences, as well as inservice professional development opportunities, to provide educators with the tools necessary to successfully manage their classrooms.
Recommended Citation
Pierson, Emily Madison
(2023)
"Preservice Teacher Education Programs, Novice Teachers, and Classroom Management Preparation,"
International Journal of Undergraduate Research and Creative Activities: Vol. 13:
Iss.
1, Article 2.
DOI: https://doi.org/10.7710/2168-0620.0285
Available at:
https://digitalcommons.cwu.edu/ijurca/vol13/iss1/2
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