UNIVERSIDAD NACIONAL DE LOJA

FACULTAD DE LA EDUCACION, EL ARTE Y LA COMUNICACIÓN

CARRERA DE PEDAGOGIA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS

AA. U2

Team members: Andrea Piedra, Carmen Sarmiento, Mishell Rivas, Kandy Gonzalez,
Alexander Encalada

Cycle: VIII

Date: July 09th, 2023

Previous Studies

Junker, Gold, & Holodynski (2021) conducted research in Germany with a focus on
classroom management among pre-service teachers. The study involved 206 pre-service and
beginning teachers from North-Rhine-Westphalia. The objectives of the study were to examine
the levels and associations between classroom management-related knowledge, self-efficacy
beliefs, and professional vision among pre-service and beginning elementary school teachers,
and to explore the associations between dispositional skills, situation-specific cognitive skills,
and teaching performance in the domain of classroom management. The research utilized
questionnaires and video analysis as the instruments for data collection. The findings showed
that pre-service and beginning teachers had similar levels of knowledge, self-beliefs, and
professional vision related to classroom management. However, pre-service teachers had a
stronger connection between their self-beliefs and professional vision for managing
momentum. Both groups showed a positive association between self-beliefs and professional
vision.
In the article titled "Classroom Management in the StudentTeachers’ Teaching
Practicum: Challenges and Recommendations for Teacher Education," Pratiwia et al. (2020)
examined the concerns of student-teachers regarding challenges and strategies in classroom
management. The authors formulated three research questions to guide their study: 1) What are
the student-teachers' challenges related to classroom management during the teaching
practicum? 2) What are the underlying causes of these challenges? 3) How do student-teachers
cope with these challenges? The study employed a sequential explanatory mixed methods
research design, consisting of two phases: a quantitative phase followed by a qualitative phase.
Quantitative data was collected using questionnaires, while qualitative data was gathered
through interviews and reflection journals. The findings of the study indicated that the
challenges encountered by student-teachers in classroom management during the teaching
practicum were primarily related to addressing inappropriate and disruptive student behaviors,
as well as student reluctance to engage in tasks. The student-teachers attributed these challenges
to a lack of classroom management knowledge and skills, a sense of powerlessness, and a lack
of confidence.
Leslie Ellis (2018) conducted a study in the United States to explore teachers'
perceptions about their classroom management preparation. The study involved 77 full-time
teachers in a local school. The objective was to understand how teachers perceived their own
preparedness in managing classrooms and addressing undesirable student behaviors. The
research questions focused on teachers' perceptions of the effectiveness of classroom
management practices used in the local school, their perceptions of the school district's
classroom management policy and expectations, and potential professional development
opportunities to enhance their classroom management skills. The study employed a qualitative
case study approach, utilizing interviews and online journals as data collection methods. The
findings revealed that teachers felt inadequately trained in classroom management, lacked a
clear understanding of the district's classroom management policy, and struggled to address
undesirable student behavior.
Adams, Koster & Den Brok (2022) conducted research in the Netherlands in the context
of a network of professional development schools (PDS). The participants were a group of 36
fourth-year student teachers, who were in the final stage of their teacher education program at
one University of Applied Science and did an internship at a PDS. The aim of this research was
to investigate patterns in student teachers' CM learning processes, student teachers' CM learning
outcomes, and the relationship between these two elements. The main research question of this
study was: What student teacher CM learning processes and CM learning outcomes can be
found during their internship and what patterns emerge in the relationship between these
elements? Student teachers described their learning goals, process, and outcomes in a portfolio,
and also measured how pupils perceive teachers' interpersonal behaviors through the
questionnaire. They found some trends, but only one statistically significant relation was found
between CM’s learning profile and attitude as a learning outcome. Moreover, student teachers
developed their attitude in terms of the ‘value of (non-) verbal communication and teacher
behavior’. The results of this study showed attention by student teachers for a variety of CM
goals, and four different groups were found based on patterns in student teachers' CM learning,
e.g., their use of theory, their need for teacher educator roles, and their SRL.
Adams, Koster & Den Brok (2020) conducted the research in the Netherlands to
investigate student teachers’ classroom management during the school internship. This study
involved six teachers educators who participated on a voluntary basis. The objective of this
study was to investigate how much attention is paid to classroom management in the context of
a teacher education curriculum in the Netherlands. The research questions focused on how is
the part of the classroom management curriculum intended to be taught in the school, what
topics are considered relevant to the classroom management curriculum in the classroom as
foundational work and also what is said in the curriculum documents of the teacher education
program studied in this context in relation to classroom management learning. The study
employed a qualitative research approach, using a single case study design, the interviews were
semi-structured, and the questions asked served the purpose of trying to identify the presence
of the concept. The findings revealed that pre-service teachers gave most attention to these
components: "develop a caring and supportive relationship with and among students", "promote
the development of students' social skills and self-regulation" and "use appropriate
interventions to help students with behavior problems”. However less attention was given to
the other components.
Anis Shahirah Zulkifli, Nil Farakh Sulaiman, Suziyani Mohamed (2019) conducted a
study in Malaysia, Pre-Service Teachers Knowledge of Classroom Management. The study
involved 100 pre-service teachers from three public universities. The objective was to
determine the level of pre-service teachers’ knowledge regarding classroom management. The
research questions focused on classroom management is one of the main factors that give a
significant impact on the teaching and learning process in the classroom. Teachers with good
classroom management skills are able to deal with challenging behavior issues positively. But,
teachers with poor classroom management skills will feel frustrated whenever they fail to deal
with behavior problems, this situation also disrupts the teaching and learning session. The study
employed a questionnaire that was distributed to the respondent and collected back after two
weeks. Feedback from the respondent was key-in in the Statistical Package for Social Science
and was analyzed using descriptive and inferential statistics. The findings revealed that special
education pre-service teachers’ have a very good knowledge of general behavior management
likewise pre-service teachers have a very good knowledge of behavior management, positive
reinforcement and negative reinforcement.