Patterns in student teachers' learning processes and outcomes of classroom management during their internship

Tom Adams*, Bob Koster, Perry den Brok

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Student teachers' classroom management (CM) learning is an important aspect of their teacher education internship. What is still unknown, however, is what the effect of workplace learning is on this development. This study focused on CM learning of 24 student teachers during their internship, looking at their CM goals, CM learning processes, the CM learning outcomes and the interrelationships between these. Four patterns of student teachers' CM learning processes were found. Moreover, student teachers showed attention for a variety of different CM elements in their learning goals. Similar CM outcomes in terms of knowledge and skills were found in the four patterns. Concerning attitude as an CM outcomes, one statistically significant relation was found between CM learning profile and attitude as a learning outcome. Furthermore, student teachers developed their attitude in terms of ‘value of (non-) verbal communication and teacher behavior’.

Original languageEnglish
Article number103891
JournalTeaching and Teacher Education
Volume120
DOIs
Publication statusPublished - Dec 2022

Keywords

  • Classroom management
  • Teacher education curriculum
  • Workplace learning

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