Original article | Turkish Journal of Teacher Education 2022, Vol. 11(2) 111-127
Arsalan Rasheed, Sana Awan, Sang Yijang, Malaika Noor
pp. 111 - 127 | Manu. Number: MANU-2203-21-0004.R1
Published online: December 30, 2022 | Number of Views: 16 | Number of Download: 117
This study aimed to investigate the secondary school science trainee teachers’ perception of their classroom management practices, and challenges in classroom management practices and to examine gender differences in the trainee teachers’ perceptions of their classroom management practices during the practicum. The study was undertaken with 112 Secondary School Science Trainee teachers under Induction Programme training in the three districts of Khyber Pakhtunkhwa (KPK). A mixed methods research design was used in the study. Focus group discussion and a questionnaire were used to collect data. It was found that trainee teachers had positive perceptions of their classroom management practices. They discovered that effective classroom management required proper planning and implementation of the plans to handle students as individuals. Furthermore, trainee teachers perceived several challenges in their classroom management including large strength, poor infrastructure, pupil indiscipline, and lack of teaching and learning materials. However, instead of the challenges they faced, they learned and managed to handle pupils in class, present lessons systematically and coherently, and ensure effective classroom management. The results further show that there was no significant difference between male and female trainee Teachers’ perceptions of the acquisition of classroom management skills.
Keywords: Classroom Management, Secondary School Teacher (SST), Trainee Teachers, Induction Programme, Mentors, Practicum, Lecturers
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