There is a growing awareness that novice teachers in particular are in need of support and additional professional learning and development (PLD), especially in the area of classroom management. Yet there is limited information regarding effective approaches for building novice teachers’ skills related to classroom management. To address this gap, we conducted a systematic review of experimental studies related to novice teacher PLD in classroom management. We identified eight original experimental peer-reviewed studies published. We explored the research base, applying the Council for Exceptional Children Quality Indicators and coding studies to identify elements of practice-based professional development. Together, the available studies suggested that providing PLD increases classroom management practices while increasing student engagement. We discuss the implications of this review and conclude with implications for practice and future research related to novice teacher PLD.

人们越来越意识到，新手教师尤其需要支持和额外的专业学习与发展 (PLD)，尤其是在课堂管理领域。然而，关于培养新教师课堂管理技能的有效方法的信息有限。为了弥补这一差距，我们对课堂管理中与新手教师 PLD 相关的实验研究进行了系统回顾。我们确定了八项已发表的原始实验同行评审研究。我们探索了研究基础，应用特殊儿童质量指标委员会和编码研究来确定基于实践的专业发展的要素。总之，现有的研究表明，提供 PLD 可以增加课堂管理实践，同时提高学生的参与度。