Establishing classroom management for prospective teachers

Authors

  • Marie-Luise Gehrmann

DOI:

https://doi.org/10.30820/0942-2285-2019-2-95

Keywords:

teacher education, classroom management, attitudes, beliefs, self-efficacy, evaluation, micro-teaching

Abstract

Efficient classroom management is a necessary condition of high-quality, inclusive teaching. Thus, the development of essential competences is a desideratum in teacher education. A seminar concept based on video-assisted micro-teaching for students in their practical semester is presented and evaluated. Derived from the model of professional competence of teachers, we examine how job-related and self-efficacy beliefs regarding inclusive education can foster the development and application of classroom management strategies. Two intervention-phases with a total of 35 students in the treatment and 34 students in the control group were carried out. Obtained data point in the expected direction but only show medium effects for performance in behavior management. Beliefs concerning inclusive education remained relatively stable among all students. Moreover, self-efficacy for inclusive teaching practices increased at the end of the practical semester. The influence on intervention effects does not seem clear.

Author Biography

Marie-Luise Gehrmann

Marie-Luise Gehrmann, M.A., ist wissenschaftliche Mitarbeiterin an der Universität Potsdam am Lehrstuhl Inklusionspädagogik – Förderschwerpunkt emotionale und soziale Entwicklung. Ihre Arbeitsschwerpunkte sind: Gefühls- und Verhaltensstörungen des Kindes- und Jugendalters (Diagnostik, Prävention, Intervention), Peereinflussprozesse im Bereich emotionaler und sozialer Entwicklung sowie Förderung des Klassenmanagements in der LehrerInnenbildung mittels Micro-teaching.

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Published

2020-05-01

How to Cite

Gehrmann, Marie-Luise. 2020. “Establishing Classroom Management for Prospective Teachers”. Journal für Psychologie 27 (2):95-116. https://doi.org/10.30820/0942-2285-2019-2-95.

Issue

Vol. 27 No. 2 (2019): Professionalisierung für Inklusion

Section

Schwerpunkt

License

Copyright (c) 2020 Journal für Psychologie

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