Classroom Management (CM) comprises broad knowledge and skills of teachers. Since CM has been only given little proportion in teacher education, knowledge about the relevance and usefulness of CM contents (CMC) is important. We want to contribute to the knowledge about relevant CMC with four studies. These studies explore the following research questions: Which CMC are needed? What is possible? Are CMC useful for teaching at school? All studies are carried out with the participation of teacher students. In Study 1, we explore the baseline of Classroom Management Knowledge (CMK) of teacher students to deal with challenging situations (N = 158). Study 2, we explore the CMK baseline of teacher students and examines whether CMK which is acquired in a classical seminar can lead to an increase in CMK (N = 17; T1, T2). In Study 3, CMK is validated: How does it affect the practical knowledge of teacher students (N = 58; T1, T2) when facing challenging situations? Finally, we examine the question of Study 4 that asks whether CMK in the classroom can be converted into skills at school (N = 13). The results show that a significant increase in CMK is acquired through a seminar; but the acquired knowledge is very unlikely to be transferred without an intense, long lasting and supportive training of skills. The relevance of these findings is critically related to teacher education.
In order to reduce the relatively high burden of teaching profession and to improve teachers' skills in their interactions with students, a systematic introduction to Technologies of the Self and a continuous training of their use should be established in Teacher Education. We explored whether students in Teacher Education classify rational-emotive behavior therapy (REBT) as a useful Technology of the Self. We taught the basics of REBT in a university setting in addition to the traditional contents of Classroom Management research. Using a repeated-measures design, we explored the results of implementing Classroom Management research including a continuous and systematic teaching and training of a Technology of the Self that was based on REBT (N = 110 teacher students). We assessed varying degrees of realism in teaching (low, medium, high, control). The students evaluated the courses before (T1) and after taking them (T2) regarding their usefulness for teaching profession. The trainees also evaluated the usefulness of the course content 6 months after the course was finished (T3). The results show that applying a systematic Technology of the Self such as REBT and its affiliated rational emotive education (REE) is quite necessary and should be given high priority in teaching Classroom Management (CM).
Our research contributes to the understanding of the contents of teacher students' "apprenticeship of observation" (Lortie, 1975), thus, teacher students private and inner beliefs about appropriate teachers' behavior. Specifically, we describe teacher students' private models of dealing with disruptive behavior in the classroom and embed this issue in a larger context concerning Classroom Management (CM) in Teacher Education. Therefore, our research questions are concerned with teacher students' private beliefs and exploring methods of teaching CM. We investigate two questions in specific: 1) What are the contents of teacher student's beliefs about solving a discipline problem at school between a teacher and a student? 2) Do they reflect critically on these beliefs after a CM seminar? We conducted a study with a projective procedure in order to investigate our research questions and obtained data at two points of time (T1, T2). At the beginning of a seminar about CM, teacher students (T1; N = 62) completed an unfinished story that described a conflict between a teacher and a disturbing student. Mental models about how to behave as a teacher and how to interact with a disturbing student are explored by means of content analysis. A second set of data was obtained after the seminar (T2; N = 51). The teacher students were requested to combine the original end of the story with contents they had learned in the seminar about CM. At T1, we found many approaches that were not appropriate and possibly emerged from teacher students' apprenticeship of observation. Results of T2 showed clearly that teacher students were able to adopt some theories, but were surprisingly uncritical towards the story. The results are discussed by focusing on the teaching of CM as one central task of Teacher Education.
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