ABSTRACT

Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students’ academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University in Colombia. Specifically, we examined the potential of a set of pedagogic strategies (i.e. active learning and reflective journals) to develop preservice teachers’ SEC, CM self-efficacy and non-controlling discipline beliefs. Results from quantitative and qualitative analyses showed the potential that active learning and reflective journals have to prepare preservice teachers for the challenges of CM.

摘要

课堂管理（CM）是新手教师面临的主要挑战之一。我们将 CM 定义为教师为营造可促进学生学业和社会情感能力 (SEC) 的课堂氛围而采取的一系列行动。本研究是哥伦比亚一所私立大学教学教育本科课程中针对学生的 CM 课程创新的评估案例研究。具体来说，我们研究了一套教学策略（即主动学习和反思日志）在培养职前教师的 SEC、CM 自我效能感和非控制性纪律信念方面的潜力。定量和定性分析的结果表明，主动学习和反思期刊具有帮助职前教师应对 CM 挑战的潜力。