Student teachers’ classroom management learning process and outcomes during the internship

Abstract

This exploratory study investigated the process of student teachers’ CM competence development and resulting outcomes in the context of secondary education professional development schools in the Netherlands. Curriculum assignment output of four student teachers was analysed, and the student teachers and their teacher educators were interviewed. The learning process of the student teachers for CM was reconstructed in terms of (self-regulated) learning, the role of others and (un)planned (learning) activities. Also, student teachers’ goals and learning outcomes were investigated. The results showed that student teachers’ CM goals and outcomes mainly focused on creating healthy teacher-pupil relationships and were only marginally different. However, large variation was found in their learning processes, especially in terms of taking initiative for their own learning, the systematic approach to learning and the use of resources. Moreover, results showed the crucial role of teacher educators and theoretical knowledge for student teachers’ CM learning during their internship.