The effect of the practicum on the development of classroom management by preservice teachers

Year: 1994

Author: McCormack, Ann

Type of paper: Abstract refereed

Classroom management has moved beyond the control of behaviour to the recognition of teacher action to create supportive learning and teaching environments in schools that face complex and changing needs. For preservice teachers, how to manage their classrooms is a very important and vital pedagogical skill to acquire. The skill and knowledge associated with classroom management can be provided through theoretical preparation courses and field teaching experiences. The role of teacher educators is to help preservice teachers develop a base that will facilitate acquisition of superior knowledge and skill in teaching and managing their specialised subject area by linking the theoretical with the practical. The field teaching experience or practicum is seen as an important part and influence in this process.

The aim of this paper is to investigate how a group of 75 preservice specialist physical and health education teachers develop and implement their classroom management systems. Their classroom management concerns, problems, strategies and influences will be analysed. The effect of the practicum, of mastery of the teaching situation gained through progression from 2nd to 4th year, together with gender differences, will be analysed to detect group changes in patterns and absolute level of responses.

Results of the study gained through quantitative analysis of the data will be given and interpreted. Recommendations will be made for the provision of more effective pedagogical programs and strategies to assist future preservice teachers develop classroom management skills.