Exploring profiles of pre-service teachers’ situation-specific skills regarding classroom management

Abstract

Research on classroom management has shown inconsistent relationships between situation-specific skills (SSS) and classroom management quality. To address this, this exploratory study investigated whether distinct SSS profiles exist among pre-service teachers. Two-step cluster analyses of two subsamples (N1 = 211, N2 = 84) revealed five to six profiles of pre-service teachers. The second subsample largely confirmed the findings of the first. However, the profiles did not differ in their classroom management quality rated by students. Overall, the identified profiles were quantitatively and qualitatively distinct, highlighting the need to consider individual variations in SSS for teacher education.