The purpose of this pilot study was to investigate the effect of instruction differentiation in preventive classroom management strategies on preservice teachers’ selected behaviors. Results indicated no significant main effect for treatment condition, and significant main effects for lesson type and microteaching session. Findings indicated that preservice teachers benefited from extended practice in preventive classroom management strategies; however, longer microteaching sessions might be needed to provide more occasions to implement such strategies. With opportunities to practically apply classroom management skills within a university course, preservice teachers might enter their careers with more of a focus on proactive behavior management.

本试点研究的目的是调查教学差异化在预防性课堂管理策略中对职前教师选择行为的影响。结果表明，治疗条件的主效应不显着，课程类型和微课的主效应显着。结果表明，职前教师受益于预防性课堂管理策略的扩展实践；然而，可能需要更长的微课来提供更多机会来实施这些策略。有了在大学课程中实际应用课堂管理技能的机会，职前教师可能会更多地关注主动行为管理，从而进入他们的职业生涯。