Original article | Turkish Journal of Teacher Education 2022, Vol. 11(2) 111-127
Perceptions of Classroom Management Practices among Secondary School Teachers (SSTs) Trainee under Induction Programme
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: 52 | Number of Download: 734
Abstract
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
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Alnaji, H. (2000). An evaluation of pre-service practicum at Mu’tah University from Graduates Perspectives. Mu’tah for Studies and Research, 15 (3), 179-205. Ask, A., Lindh, H., Modin, H., Pemsel, S., & Uhr, C. (2009). Studenters uppmärksamhet under föreläsningar. KONFERENS 09, 112. Broadbent, C. (1998). Pre-service teachers' perceptions and level of satisfaction with their field experiences. Asia Pacific Journal of Teacher Education, 26(1), 27-37. Brophy, J. E. (2006). History of research in classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Canter, L., & Canter, M. (2011). Succeeding with difficult students: New strategies for reaching your most challenging students. Solution Tree Press. Chien, C. W. (2015). Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring. Teachers and Teaching, 21(3), 328-345. https://doi.org/10.1080/13540602.2014.953817 Conway, C. (2002). Perceptions of beginning teachers, their mentors, and administrators regarding preservice music teacher preparation. Journal of Research in Music Education, 50(1), 20-37. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. Handbook of mixed methods in social and behavioral research, 209(240), 209-240. Creswell, J.W. & Plano-Clark, V.L. (2006). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. Doebler, L. K., & Roberson, T. G. (1987). A study of common problems experienced by secondary trainee Teachers, Education. 107(3), 234-243. Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational psychologist, 36(2), 103-112. Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Fairbanks, C. M., Freedman, D., & Kahn, C. (2000). The role of effective mentors in learning to teach. Journal of teacher education, 51(2), 102-112. Farrell, T. (2008). “Here’s the book, go teach the class”. RELC Journal, 39, 226. Fraenkel, J. R., & Wallen, N. E. (2010). How to design and evaluate research in education. (7th Ed). New York: McGraw-Hill. Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1-12. https://doi.org/10.11114%2Fjets.v7i12.4491 Goh, P. S. C., & Matthews, B. (2011). Listening to the concerns of student teachers in Malaysia during teaching practice. Australian Journal of Teacher Education, 36(3), 92-103. Haggarty, L., Postlethwaite, K., Diment, K., & Ellins, J. (2011). Improving the learning of newly qualified teachers in the induction year. British educational research journal, 37(6), 935-954. Hamaidi, D., Al-Shara, I., Arouri, Y., & Awwad, F. A. (2014). Student-teacher’s perspectives of practicum practices and challenges. European Scientific Journal, 10(13), 191-21. https://doi.org/10.19044/esj.2014.v10n13p%25p Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first‐grade classroom make a difference for children at risk of school failure? Child development, 76(5), 949-967. Hobson, A. J. (2002). Student teachers' perceptions of school-based mentoring in initial teacher training (ITT). Mentoring and tutoring, 10(1), 5-20. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. Kunter, M., Klusmann, U., Dubberke, T., Baumert, J., Blum, W., Brunner, M., et al. (2007). Linking aspects of teacher competence to their instruction. Results from the COACTIV Project. In M. Prenzel (Ed.), Studies on the educational quality of schools: The final report on the DFG Priority Programme (pp. 39-59). Waxmann Lee, J. C. K., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: A Chinese perspective. Mentoring & Tutoring, 15(3), 243-262. Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education, 21(6), 729-741. Lindhard N (2008). Guidance in the classroom. Cape Town: Longman. Loizou, E. (2011). The diverse facets of power in early childhood mentor–student teacher relationships. European Journal of Teacher Education, 34(4), 373-386. Major, T., & Tiro, L. (2012). Theory Vs. Practice: The Case of primary teacher education in Botswana. International Journal of Scientific Research in Education, 5(1), 63-70. Mapolisa, T., & Tshabalala, T. (2014). Experiences during teaching practice: perspectives of Zimbabwean primary school student teachers. Journal of Educational Research and Studies, 2(2), 16-23. Marais, P., & Meier, C. (2004). Hear our Voices: Trainee Teachers‟ Experiences during Practical Teaching. Afr. Educ. Rev. 21, 296-307. Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD. Matus, D. E. (1999). Humanism and effective urban secondary classroom management. The Clearing House, May/June, 305-307. Merc, A., & Subaşsi G. (2015). Classroom management problems and coping strategies of Turkish student EFL teachers. Turkish Online Journal of Qualitative Inquiry, 6(1), 39-71. Mostafa, N. (2005). Efficiency of a Suggested Program in Enhancing Trainee Teachers' Performance in the Primary Cycle (Science) in Light of the Latest and trend. Journal of Science Education, 1, 131-180. Mukeredzi, T. G., & Mandrona, A. R. (2013). The journey to becoming professionals: Student teachers’ experiences of teaching practice in a rural South African context. International Journal of Educational Research, 62, 141-151. Ngwaru C. (2013). Pre-service student teacher practices in the teaching of English as a second language: Experiences, opportunities and challenges. Greener Journal of Educational Research, 3(7), 310-317. Nkhata, L., Chituta, D., Banda, A., Choobe, B., & Jumbe, J. (2016). Mathematics and science student teachers’ perceptions of their classroom management practices during practicum: A case of Copperbelt University students. American Journal of Educational Research, 4(15), 1106-1115. Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1), 1-55. Pardede, P. (2019). Mixed methods research designs in EFL. In: PROCEEDING English Education Department Collegiate Forum (EED CF) 2015-2018 (pp. 230-243). UKI Press: Jakarta, Indonesia. 230-243. Pilarski, M. J. (1994). Trainee teachers: Underprepared for classroom management? Teaching Education, 6(1), 77-80. Reed, D. (1989). Student teacher problems with classroom discipline: Implications for program development. Action in Teacher Education, 11(3), 59-64. Sempowicz, T., & Hudson, P. (2011). Analysing mentoring dialogues for developing a preservice teacher’s classroom management practices. Australian Journal of Teacher Education, 36(8). Wyman, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, X., & Eberly, S. (2010). Intervention to strengthen emotional self-regulation in children with emerging mental health problems: Proximal impact on school behavior. Journal of Abnormal Child Psychology, 38(5), 707-720. Yendol-Hoppey, D., Jacobs, J., & Dana, N. F. (2009). Critical concepts of mentoring in an urban context. The New Educator, 5(1), 25-44. Yourn, B. R. (2000). Learning to teach: Perspectives from beginning music teachers. Music Education Research, 2(2), 181-192. |
