Abstract
The effects of instruction in classroom management that emphasized technical skills and princi ples were compared to the effects of instruction that emphasized reflective and constructive processes. Techniques and principles from research on teaching were emphasized in the technical condition. The reflective condition engaged preservice students in examining and extending their conceptions of classroom management. At posttesting, participants completed a problem-solving inventory and were interviewed using a video stimulated measure to assess their reasoning and problem solving in classroom management. Participants in the reflective condition provided more reasons for their decisions and expressed a greater sense of responsibility for motivating student learning and establishing a positive learning environment than did participants in the technical and control conditions. Compared to technical and control participants, participants in the reflective group used strategies more often to solve problems. Differences in the instruc tional context of the classroom management conditions are discussed to explain the positive effects for reflective participants.
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