APPLICATION OF INNOVATIVE PROPOSALS

KNOWLEDGE INTEGRATING PROJECT

Empirical studies PIS
GROUP 5

Membres: Carmen Sarmiento-Andrea Piedra-Mishell Rivas-Kandy Gonzalez-Alexander Encalada.

Pre-Service Teachers Knowledge of Classroom Management

Type of Research Objective Research problem Main findings or results Recommendation for
document/ participants Research questions Research Further investigation
article, & level of method
thesis/conferenc education Research
es design
Title, author, Data collection
year, country, instruments
title
(LAST 5 YEARS,
2018+)

-(Dwiyani 5 students 1. What are the Several researchers have sequential The findings of this study reveal that the there is a need to provide
Pratiwia , Ali teachers student-teachers’ reported that student-teachers explanatory challenges the student teachers the student-teachers with
Saukahb , Sri from challenges regarding struggle emotionally during their mixed methods encountered regarding classroom adequate skills regarding
Rachmajantic , different classroom management teaching practicum (Baecher, research design management during the teaching classroom management
Mirjam universities- in the teaching 2012; Canh, 2014). This is due to practicum were about handling the through either an
Anugerahwatid ) They were practicum? the student-teachers’ The students’ inappropriate and disruptive additional course or a
-2020 selected 2. What are the causes expectations that the theory quantitative behaviors and reluctance to engage in the course unit in the teacher
-Journal through of these challenges? they learn in the pre-service data were tasks. The student-teachers felt that the education. It is also
sampling 3. How do the teacher education program can collected using causes of the problems were mainly about important to emphasize
Classroom techniques. student-teachers cope guide them in doing their questionnaires the lack of classroom management that the skills and
Management in with these challenges? teaching practice at schools, but and the knowledge and skills, lack of power, and knowledge of classroom
the Student then realize that it is different qualitative data lack of confidence management are not only
Teachers’ from the reality (Canrinus, were collected focused on coping with
Teaching Bergem, Klette & Hammerness, by means of students’ behaviors, but
Practicum: 2017; Yuan, 2018; Zeichner, interviews and also providing the students'
Challenges and 2010). One of the critical reflection opportunities for learning.
Recommendatio situations commonly faced by journals.
beginner teachers is making the
ns for Teacher classroom orderly (Kwok, 2020;
Education Reupert & Woodcock, 2010).
Particularly for the
student-teachers, classroom
management early in their
teaching practicum can be very
challenging which may affect
their teaching performance
(Mudra, 2018; Ragawanti, 2015)
and can even demotivate them
to choose ‘teaching’ as their
future professional career
(Cabaroglu, 2014; Farrell, 2016;
Moses, Berry, Saab & Admiraal,
2017)
Alexander The sample Which classroom Mixed method No significant differences were found 1 Include additional
consisted of management facets Classroom management plays a between pre-service and beginning variables like
Article 206 pre-service and major role in central teaching The research content-related beliefs,
pre-service beginning teachers outcomes, studies show that design appears teachers in terms of pedagogical motivation, and
(Robin Junker, and struggle with and how especially pre-service and to be a knowledge, self-efficacy beliefs, and self-regulation to better
Bernadette Gold beginning they are associated with beginning teachers lack cross-sectional understand the
and Manfred teachers each other. knowledge on classroom design, as data professional vision, except for a higher inter-individual variance in
Holodynski, educated in management (Poznanski et al., was collected correlation between self-efficacy beliefs professional vision among
2021) the State of 2018). They also feel unprepared from a sample pre-service and beginning
and professional vision of managing
North-Rhine for dealing with classroom of pre-service teachers.
-Westphalia disruptions and dealing with and beginning momentum in pre-service teachers. 2 Expand the measurement
, Germany. difficult student behaviors teachers at a Both pre-service and beginning teachers of professional vision to
Classroom (Meister & Melnick, 2003; Parsad specific point in include perception and
management of et al., 2001). Consequently, many time. showed a positive association between decision-making aspects.
pre-service and teachers burn out or leave the self-efficacy beliefs and professional 3 Utilize structural
beginning profession within the first five Questionnaire equation modeling to
teachers: From vision.
years of teaching, citing examine the relationships
dispositions to challenging student behavior as Video analysis The correlation between pedagogical among all variables, from
performance
a significant reason (Common knowledge and professional vision was not dispositions to
Good, 2004; Ingersoll, 2002). performance, in a single
significant for pre-service teachers but model.
Therefore, it may be appropriate became more positive for beginning 4 Explore alternative data
getting a deeper understanding collection methods when
of how far pre- service teachers’ teachers, possibly due to their additional
access to participants'
and beginning teachers’ classroom experience. lessons is limited.
classroom management is 5 Incorporate
There was no significant association
developed, concerning formal measurement of student
components like knowledge or between professional vision and learning outcomes to
 performance as well as performance in overall classroom enhance the validity of
content-related facets like management or its specific facets. assessing pre-service
monitoring, managing teacher performance.
momentum, or rules and Beginning teachers received high
routines. performance scores for classroom
management despite being beginners,
which may be influenced by the situational
context, such as teaching the mentor's class
with established rules and routines.
(Anis Shahirah A total of to determine the level Classroom management is one This research Further studies of
Zulkifli, Nil 100 of pre-service teachers’ of the main factors that give a used survey The findings showed pre-service teachers pre-service teachers’
Farakh Sulaiman, pre-service knowledge regarding significant impact on the research design from three public universities in Malaysia knowledge and practice in
Suziyani teachers classroom management. teaching and learning process in and the demonstrated a good understanding on the classroom are needed.
Mohamed,) from three the classroom. Teachers with questionnaire. classroom management with a high level Because an effective
public good classroom management of the mean value for all the sub-scales. teacher is able to make a
https://www.sci universities skills are able to deal with connection between
rp.org/journal/p participate challenging behavior issues theoretical and practical in
aperinformation. in positively. the classroom.
aspx?paperid=96 this
640 research.

Pre-Service
Teachers
Knowledge of
Classroom
Management

Classroom The data of The aim of this study classroom management in qualitative and In conclusion, this study showed that the Further research to
Management in this study was to unveil how terms of pre-service teachers’ quantitative pre-service teachers and the in-service investigate the effects of
Pre-service was an pre-service teachers experiences, we see that some video teachers manage their classes differently. prolonged engagement and
Teachers’ extracted manage their classes focus on the problems in recording informed observation
Teaching portion of a differently from classroom management. should be carried out.
Practice Demo larger in-service teachers by
Lessons: A collection carrying out a
Comparison to which had fine-grained comparison.
Actual Lessons been
by In-service collected
English Teachers for the
researcher’s
PhD thesis.
Perihan Korkut The larger
2017 data
included 29
https://files.eric. lessons
ed.gov/fulltext/E from 19
J1133832.pdf participants
.
2022 A group of The aim of this research Various researchers have The results of this study showed an Future research could
Patterns in 36 fourth was to investigate emphasized the importance of This study was attention by student include and evaluate an
student year patterns in student classroom management (CM) for conducted in teachers for a variety of CM goals, and four early intervention focused
teachers' student teachers' CM learning (student) teachers learning the context of a different groups were on the use of theory and
learning teachers processes, student (Evertson & Weinstein, 2006; network of found based on patterns in student the role of teacher
processes and was teachers' CM learning Emmer & Sabornie, 2015). CM is professional teachers' CM learning, e.g. their educators in the internship.
outcomes of selected, outcomes and the seen as a core competence for development use of theory, their need of teacher In terms of future research,
classroom who relation between these (student) teachers (Emmer & schools (PDS) educator roles and their SRL. it would be helpful to not
management were in the two elements. Stough, 2001; Oliver & Reschly, A questionnaire only collect QTI data from
during their final stage 2007). Furthermore, it is known A portfolio student teachers' pupils,
internship of their that effective CM has a but also their supervisor,
teacher significant impact on teacher e and the student teachers
education pupil relationships and affects themselves. In doing so,
program of pupils' cognitive and affective one would obtain a much
one learning outcomes (Hattie, 2009; richer perspective on
University Wubbels et al., 2015). However, student teachers' CM
of Applied attention for CM in teacher learning.
Science and education curricula is limited
did their and, therefore, researchers
internship argue for more focus on CM in
at a PDS. teacher education (Stough, 2006;
van Tartwijk & Hammerness,
2011; Wubbels, 2011).
Looking at the practice of
teacher education, not much is
known about the role of the
school internship in CM learning
(Stough & Montague, 2015).
Six teacher The purpose was to It is widely known that beginning Teacher educators confirmed the attention Based on the finding that
Student educators investigate how much teachers experience problems A qualitative drawn to the various components of CM CM attention in the written
teachers’ participated attention is paid to with the gap between teacher research that were found in literature. A fair curriculum is limited, yet
classroom on a classroom management education and everyday practice approach, using conclusion would be that there is a regarded as important by
management voluntary in the context of a in the classroom, in particular a single case discrepancy in perspective between theory both the literature and
during the basis. teacher education with respect to classroom study design. and practice, even within teacher teacher educators, it is
school They were curriculum in the management (CM) (Evertson and The interviews educators at universities. Overall, most recommended to pay more
internship. informed Netherlands. Weinstein 2006; Dicke et al. were attention was drawn to the components explicit attention to CM in
that all data 2015). Research has shown that ‘develop a caring and supportive
Tom Adams, Bob were What does the intended teachers who manage their
Koster & Perry treated (PDS) school-based part classroom effectively have a
Den Brok (2022) confidential of the curriculum better teacher– student
ly. concerning CM look like relationship and realize higher
in terms of the written cognitive and affective outcomes
curriculum and for their pupils (Hattie 2009;
curriculum as preferred Wubbels et al. 2006, 2015).
by teacher educators, Effective teaching and learning
and how does it cannot take place in poorly
compare to the managed classrooms (Jones and
theoretical curriculum? Jones 2012; Marzano, Marzano,
and Pickering 2003). Inadequate
CM is not only one of the crucial
beginning teachers’ problems, it
is also one of the main causes for
stress, lack of job satisfaction
and teacher dropout (Evertson
and Weinstein 2006; Walker
2009; Chang 2009).
semi-structured relationship with and among pupils’, the teacher (workplace)
. ‘promote the development of pupils’ social written curriculum.
The two skills and self-regulation’ and ‘use Hence, the authors strongly
interview appropriate interventions to assist pupils recommend constructing a
rounds were with behavior problems’. CM knowledge base
held via throughout the whole
face-to-face curriculum, especially for
conversations, the internship part.
took Therefore, future research
approximately is needed to find out how
45 minutes per the CM intended teacher
conversation internship curriculum
and were relates to the implemented
audiotaped for and attained curriculum.
analytical
purposes.

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https://www.scopus.com/record/display.uri?eid=2-s2.0-85058180997&origin=resultslist&sort=plf-f&src=s&sid=de1d01b984ee4700d4224fb098fa7ddf&sot=b&sdt=b&s=TITLE-ABS-KEY%28classr
oom+management+AND+practicum%29&sl=35&sessionSearchId=de1d01b984ee4700d4224fb098fa7ddf
https://www.ijicc.net/images/vol_13/Iss_11/1311001_Pratiwi_2020_E_R.pdf
https://www.tandfonline.com/doi/abs/10.1080/03055698.2020.1717932
https://sci-hub.hkvisa.net/10.1080/13540602.2021.1933933