第一年职前教师课堂管理的难点是什么？为什么？

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-10-08 DOI:10.1016/j.tate.2025.105235

Karin E.S. Street , Sigrun K. Ertesvåg , Siv M. Gamlem , Linda M. Rebni , Randi M. Sølvik , Grete S. Vaaland

{"title":"第一年职前教师课堂管理的难点是什么？为什么？","authors":"Karin E.S. Street , Sigrun K. Ertesvåg , Siv M. Gamlem , Linda M. Rebni , Randi M. Sølvik , Grete S. Vaaland","doi":"10.1016/j.tate.2025.105235","DOIUrl":null,"url":null,"abstract":"<div><div>Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments of classroom management through abductive analysis and systematic observation. PSTs demonstrated competence in emotional support and classroom organization, while instructional support emerged as the most challenging domain. Teacher education should build on PSTs existing classroom management competencies to effectively support their further development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105235"},"PeriodicalIF":3.9000,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Classroom management for first-year pre-service teachers: What is difficult and why?\",\"authors\":\"Karin E.S. Street , Sigrun K. Ertesvåg , Siv M. Gamlem , Linda M. Rebni , Randi M. Sølvik , Grete S. Vaaland\",\"doi\":\"10.1016/j.tate.2025.105235\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments of classroom management through abductive analysis and systematic observation. PSTs demonstrated competence in emotional support and classroom organization, while instructional support emerged as the most challenging domain. Teacher education should build on PSTs existing classroom management competencies to effectively support their further development.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"168 \",\"pages\":\"Article 105235\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-10-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25003129\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25003129","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

虽然课堂管理对学生的学习和发展至关重要，但人们对职前教师的初步课堂管理能力知之甚少。首先了解课堂管理的哪些方面对pst来说是具有挑战性的，这对教师教育很重要。我们收集了19名挪威pst首次实习的文本和自录视频，并通过溯因分析和系统观察调查了他们的课堂管理观念和行为。pst表现出在情感支持和课堂组织方面的能力，而教学支持是最具挑战性的领域。教师教育应以学生现有的课堂管理能力为基础，有效地支持他们的进一步发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Classroom management for first-year pre-service teachers: What is difficult and why?

Although classroom management is central to students' learning and development, little is known regarding pre-service teachers' (PSTs') initial classroom management competencies. Understanding what aspects of classroom management are challenging for PSTs initially is important to inform teacher education. We included texts and self-recorded videos from 19 Norwegian PSTs' first practice placement and investigated their conceptions and enactments of classroom management through abductive analysis and systematic observation. PSTs demonstrated competence in emotional support and classroom organization, while instructional support emerged as the most challenging domain. Teacher education should build on PSTs existing classroom management competencies to effectively support their further development.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.