ABSTRACT

Classroom management preparation has long been insufficient and stagnant, creating issues that disproportionately impacts beginning teacher success. I propose the CM PReP framework to guide teacher educators towards redesigning courses to appropriately prepare pre-service teachers to manage the needs of current students. By fixating classroom management courses around culture, methods, practice, relationships, and partnerships, teacher education can implement incremental yet substantive changes to strengthen a pedagogical skill where many beginning teachers have persistently struggled. This article is most pertinent to teacher educators and teacher preparation programmes, but also offers recommendations for future research.

摘要

长期以来，课堂管理准备不足且停滞不前，造成了不成比例地影响初任教师成功的问题。我提出了 CM PReP 框架来指导教师教育者重新设计课程，以适当地准备职前教师来管理当前学生的需求。通过围绕文化、方法、实践、关系和伙伴关系固定课堂管理课程，教师教育可以实施渐进但实质性的变化，以加强许多初学教师一直在努力的教学技能。本文与教师教育者和教师准备计划最为相关，但也为未来的研究提供了建议。