Preservice teachers' cognitive frameworks for class management

Abstract

This study examines changes in middle school student teachers' knowledge structures and beliefs related to class management during the final semester of their teacher education program. Twenty-three preservice teachers drew concept maps and participated in semi-structured interviews prior, during, and following 16 weeks of student teaching. Results of the study showed that initially student teachers are concerned with establishing and enforcing rules. They expressed discomfort with their authoritarian roles. During the middle of student teaching preservice teachers began to make connections among the variables that contribute to class management. By the end of student teaching preservice teachers experienced a conflict between their beliefs in rules, their desire to be flexible and fair, and their desire to develop positive student relationships as a mechanism to promote student learning. A framework of change for class management concepts is presented and the reported influences on the changes in student teachers' knowledge organization and beliefs are discussed.