Pre-service teachers’ episodic memories of classroom management

This study focused on past excellent teachers’ classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers’ memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored.

Research highlights
► 148 Pre-service teachers wrote episodic narratives about a past teacher;
► Narratives were examined for prior knowledge and beliefs about classroom management that may or may not link to classroom management models typically taught in teacher education coursework;
► Pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings.