Classroom Management: Challenges and Perceptions of the Current Approach
Classroom management is a challenge for early career teachers. This challenge often brings feelings of inadequacy and unpreparedness. The purpose of this literature review is to identify a more organized approach for classroom management preparation and addresses the following research questions: (1...
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Oscar Rennebohm Library
2023
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| Online Access: | http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/94 |
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edcoai_p16315coll4-94 Classroom Management: Challenges and Perceptions of the Current Approach Elswick, Brooke Classroom management is a challenge for early career teachers. This challenge often brings feelings of inadequacy and unpreparedness. The purpose of this literature review is to identify a more organized approach for classroom management preparation and addresses the following research questions: (1) What approaches in teacher preparation programs are the most effective in preparing new entry teachers for managing classrooms? (2) What in-service professional development for early career teachers best supports classroom management skills? The current literature was analyzed to determine how teacher preparation programs and in service professional development are approaching classroom management. The research found that there is a need to bridge the gap between the classroom management theory being taught in preparation programs and the lack of practice preservice teachers are receiving. It was found that it is essential for teachers to be provided with professional development for classroom management to refine and build upon their skills. It is recommended that administrators from both teacher preparation programs and schools work together to create a cohesive plan that allows preservice teachers opportunities to learn and practice new strategies. It is also recommended that further research is conducted to determine the exact content that should be taught in the programs and professional development, as well as the optimal amount of training. Classroom management; First year teachers; Teachers--Training of; Career development; 2023-12 United States eng Text application/pdf ESC-2023-Elswick Oscar Rennebohm Library Non-exclusive permission granted by the copyright holder (author), authorizing the Oscar Rennebohm Library, Edgewood College, to digitize and distribute the work for nonprofit, educational purposes. Commercial use or profit is prohibited. The copyright owner retains all other rights of the work. http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/94 |
| institution |
Edgewood College |
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| language |
eng |
| format |
Online |
| author |
Elswick, Brooke |
| spellingShingle |
Elswick, Brooke Classroom Management: Challenges and Perceptions of the Current Approach |
| author_facet |
Elswick, Brooke |
| author_sort |
Elswick, Brooke |
| title |
Classroom Management: Challenges and Perceptions of the Current Approach |
| title_short |
Classroom Management: Challenges and Perceptions of the Current Approach |
| title_full |
Classroom Management: Challenges and Perceptions of the Current Approach |
| title_fullStr |
Classroom Management: Challenges and Perceptions of the Current Approach |
| title_full_unstemmed |
Classroom Management: Challenges and Perceptions of the Current Approach |
| title_sort |
classroom management: challenges and perceptions of the current approach |
| description |
Classroom management is a challenge for early career teachers. This challenge often brings feelings of inadequacy and unpreparedness. The purpose of this literature review is to identify a more organized approach for classroom management preparation and addresses the following research questions: (1) What approaches in teacher preparation programs are the most effective in preparing new entry teachers for managing classrooms? (2) What in-service professional development for early career teachers best supports classroom management skills? The current literature was analyzed to determine how teacher preparation programs and in service professional development are approaching classroom management. The research found that there is a need to bridge the gap between the classroom management theory being taught in preparation programs and the lack of practice preservice teachers are receiving. It was found that it is essential for teachers to be provided with professional development for classroom management to refine and build upon their skills. It is recommended that administrators from both teacher preparation programs and schools work together to create a cohesive plan that allows preservice teachers opportunities to learn and practice new strategies. It is also recommended that further research is conducted to determine the exact content that should be taught in the programs and professional development, as well as the optimal amount of training. |
| publisher |
Oscar Rennebohm Library |
| publishDate |
2023 |
| url |
http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/94 |
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1800297923530981376 |