Facilitating Classroom Management Development in Teacher Education

Abstract

Abstract This study investigates the development of high school pre-service teachers’ knowledge in classroom management. Data were collected from their classroom management plans, which were submitted at the beginning of one preparation course and revised at the end. This course provided extensive instruction, practice, and assignments incorporating key classroom management strategies. Analyses indicate how focusing on certain aspects of classroom management aids in knowledge development. Findings have implications for strengthening classroom management curriculum.