Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?
ABSTRACT
Classroom Management (CM) comprises broad knowledge and skills of teachers. Since CM has been only given little proportion in teacher education, knowledge about the relevance and usefulness of CM contents (CMC) is important. We want to contribute to the knowledge about relevant CMC with four studies. These studies explore the following research questions: Which CMC are needed? What is possible? Are CMC useful for teaching at school? All studies are carried out with the participation of teacher students. In Study 1, we explore the baseline of Classroom Management Knowledge (CMK) of teacher students to deal with challenging situations (N = 158). Study 2, we explore the CMK baseline of teacher students and examines whether CMK which is acquired in a classical seminar can lead to an increase in CMK (N = 17; T1, T2). In Study 3, CMK is validated: How does it affect the practical knowledge of teacher students (N = 58; T1, T2) when facing challenging situations? Finally, we examine the question of Study 4 that asks whether CMK in the classroom can be converted into skills at school (N = 13). The results show that a significant increase in CMK is acquired through a seminar; but the acquired knowledge is very unlikely to be transferred without an intense, long lasting and supportive training of skills. The relevance of these findings is critically related to teacher education.
Classroom Management (CM) comprises broad knowledge and skills of teachers. Since CM has been only given little proportion in teacher education, knowledge about the relevance and usefulness of CM contents (CMC) is important. We want to contribute to the knowledge about relevant CMC with four studies. These studies explore the following research questions: Which CMC are needed? What is possible? Are CMC useful for teaching at school? All studies are carried out with the participation of teacher students. In Study 1, we explore the baseline of Classroom Management Knowledge (CMK) of teacher students to deal with challenging situations (N = 158). Study 2, we explore the CMK baseline of teacher students and examines whether CMK which is acquired in a classical seminar can lead to an increase in CMK (N = 17; T1, T2). In Study 3, CMK is validated: How does it affect the practical knowledge of teacher students (N = 58; T1, T2) when facing challenging situations? Finally, we examine the question of Study 4 that asks whether CMK in the classroom can be converted into skills at school (N = 13). The results show that a significant increase in CMK is acquired through a seminar; but the acquired knowledge is very unlikely to be transferred without an intense, long lasting and supportive training of skills. The relevance of these findings is critically related to teacher education.
Cite this paper
Steins, G. , Wittrock, K. and Haep, A. (2015) Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?. Creative Education, 6, 2045-2062. doi: 10.4236/ce.2015.619210.
Steins, G. , Wittrock, K. and Haep, A. (2015) Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?. Creative Education, 6, 2045-2062. doi: 10.4236/ce.2015.619210.
References
[1] Balli, S. J. (2011). Pre-Service Teachers’ Episodic Memories of Classroom Management. Teaching and Teacher Education, 27, 245-251.
http://dx.doi.org/10.1016/j.tate.2010.08.004 [2] Blömeke, S., Buchholtz, N., Suhl, U., & Kaiser, G. (2014). Resolving the Chicken-or-Egg Causality Dilemma: The Longitudinal Interplay of Teacher Knowledge and Teacher Beliefs. Teaching and Teacher Education, 37, 130-139.
http://dx.doi.org/10.1016/j.tate.2013.10.007 [3] Bowers, C. A., & Flinders, D. J. (1991). Culturally Responsive Teaching and Supervision: A Handbook of Staff Development. New York, NY: Teachers College Press. [4] Brouwer, N., & Korthagen, F. (2005). Can Teacher Education Make a Difference? American Educational Research Journal, 42, 153-223.
http://dx.doi.org/10.3102/00028312042001153 [5] Cooper, P., & Yan, Z. (2015). Some Possible Effects of Behaviour Management Training on Teacher Confidence and Competence: Evidence from a Study of Primary School Teachers in Hong Kong. Educational Studies, 41, 156-170.
http://dx.doi.org/10.1080/03055698.2014.955739 [6] Den Brok, P., & Levy, J. (2005). Teacher-Student Relationships in Multicultural Classes: Reviewing the Past, Preparing the Future. International Journal of Educational Research, 43, 72-88.
http://dx.doi.org/10.1016/j.ijer.2006.03.007 [7] Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing Reality Shock: The Effects of Classroom Management Skills Training on Beginning Teachers. Teaching and Teacher Education, 48, 1-12.
http://dx.doi.org/10.1016/j.tate.2015.01.013 [8] Dollase, R. (2012). Classroom Management. Theorie und Praxis des Umgangs mit Heterogenität. (Classroom Management. Theory and Practice of Heterogenity). Schulmanagement Handbuch, 142. München: Oldenbourg. [9] Evertson, C. M., & Weinstein, C. S. (2006). Classroom Management as a Field of Inquiry. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates. [10] Forzani, F. M. (2014). Understanding “Core Practices” and “Practice-Based” Teacher Education: Learning from the Past. Journal of Teacher Education, 65, 357-368.
http://dx.doi.org/10.1177/0022487114533800 [11] Friedman, I. A. (1995). Student Behavior Patterns Contributing to Teacher Burnout. Journal of Educational Research, 88, 281-289.
http://dx.doi.org/10.1080/00220671.1995.9941312 [12] Haep, A., Steins, G., Wilde, J., Haep, A., Steins, G., & Wilde, J. (2014). Soziales Lernen Sekundarstufe I (Social Learning Secondary School I). Donauwörth: Auer. [13] Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72, 625-638.
http://dx.doi.org/10.1111/1467-8624.00301 [14] Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76, 949-967.
http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x [15] Hattie, J. (2009). Visible Learning. London: Routledge. [16] Howe, E. R. (2006). Exemplary Teacher Education: An International Review. Educational Philosophy and Theory, 38, 287-297.
http://dx.doi.org/10.1111/j.1469-5812.2006.00195.x [17] Jones, V. (2006). How Do Teachers Learn to Be Effective Classroom Managers? In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 887-908). Mahwah, NJ: Lawrence Erlbaum Associates. [18] Kounin, J. S. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston. [19] Liew, J., Chen, Q., & Hughes, J. N. (2010). Child Effortful Control, Teacher-Student-Relationships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects. Early Childhood Research Quarterly, 25, 51-64.
http://dx.doi.org/10.1016/j.ecresq.2009.07.005 [20] Lo, A., & Howard, K. M. (2009). Mobilizing Respect and Politeness in Classrooms. Linguistics and Education, 20, 211-216.
http://dx.doi.org/10.1016/j.linged.2009.07.001 [21] Loewenberg Ball, D., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60, 497-511.
http://dx.doi.org/10.1177/0022487109348479 [22] Loewenberg Ball, D., & Forzani, F. M. (2010). Teaching Skillful Teaching. Educational Leadership, 68, 40-45. [23] Löfström, E., & Poom-Valickis, K. (2013). Beliefs about Teaching: Persistent or Malleable? A Longitudinal Study of Prospective Student Teachers’ Beliefs. Teaching and Teacher Education, 35, 104-113.
http://dx.doi.org/10.1016/j.tate.2013.06.004 [24] Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press. [25] Matt, D. T., Rauch, E., & Dallasega, P. (2014). Mini-Factory—A Learning Factory Concept for Students and Small and Medium Sized Enterprises. Science Direct, 17, 178-183.
http://dx.doi.org/10.1016/j.procir.2014.01.057 [26] O’Neill, S., & Stephenson, J. (2012). Does Classroom Management Coursework Influence Pre-Service Teachers’ Perceived Preparedness or Confidence? Teaching and Teacher Education, 28, 1131-1143.
http://dx.doi.org/10.1016/j.tate.2012.06.008 [27] Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: SAGE. [28] Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training in Service Teachers’ Competencies in Classroom Management. A Quasi-Experimental Study with Teachers of Secondary Schools. Teaching and Teacher Education, 30, 1-12.
http://dx.doi.org/10.1016/j.tate.2012.09.007 [29] Powell, P. R., McLaughlin, H. J., Savage, T. V., & Zehm, S. (2001). Classroom Management: Perspectives on the Social Curriculum. Upper Saddle River, NJ: Merril/Prentice-Hall. [30] Reupert, A., & Woodcock, S. (2010). Success and Near Misses: Pre-Service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies. Teaching and Teacher Education, 26, 1261-1268.
http://dx.doi.org/10.1016/j.tate.2010.03.003 [31] Reyes, J. A., Elias, M. J., Parker, S. I., & Rosenblatt, J. L. (2013). Promoting Educational Equity in Disadvantaged Youth: The Role of Resilience and Social-Emotional Learning. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of Resilience in Children (2nd ed., pp. 349-370). New York: Springer.
http://dx.doi.org/10.1007/978-1-4614-3661-4_20 [32] Rushton, S. P. (2000). Student Teacher Efficacy in Inner-City Schools. The Urban Review, 32, 365-383.
http://dx.doi.org/10.1023/A:1026459809392 [33] Shechtman, Z., & Leichtentritt, J. (2004). Affective Teaching: A Method to Enhance Classroom Management. European Journal of Teacher Education, 27, 323-333.
http://dx.doi.org/10.1080/0261976042000290822 [34] Sleeter, C. (2008). Equity, Democracy, and Neoliberal Assaults on Teacher Education. Teaching and Teacher Education, 24, 1947-1957.
http://dx.doi.org/10.1016/j.tate.2008.04.003 [35] Steins, G., & Haep, A. (2015). Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perceptions. Psychology, 6, 1096-1107.
http://dx.doi.org/10.4236/psych.2015.69107 [36] Steins, G., Haep, A., & Wittrock, K. (2015). Rational-Emotive and Cognitive-Behavior Therapy in Teacher Education: A Systematic Technology of the Self for Classroom Management. Creative Education, In Press. [37] Stough, L. M. (2006). The Place of Classroom Management and Standards in Teacher Education. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 909-924). Mahwah, NJ: Lawrence Erlbaum Associates. [38] Stoughton, E. H. (2007). “How Will I Get Them to Behave?”: Pre-Service Teachers Reflect on Classroom Management. Teaching and Teacher Education, 23, 1024-1037.
http://dx.doi.org/10.1016/j.tate.2006.05.001 [39] Trent, J. (2013). From Campus to Classroom: A Critical Perspective on Approximations of Practice in Teacher Education. Research Papers in Education, 28, 571-594.
http://dx.doi.org/10.1080/02671522.2012.710246 [40] van Tartwijk, J., den Brok, P., Veldman, I., & Wubbels, T. (2009). Teacher’s Practical Knowledge about Classroom Management in Multicultural Classrooms. Teaching and Teacher Education, 25, 453-460.
http://dx.doi.org/10.1016/j.tate.2008.09.005 [41] Voss, T., Kunter, M., & Baumert, J. (2011). Assessing Teacher Candidates’ General Pedagocical/Psychological Knowledge: Test Construction and Validation. Journal of Educational Psychology, 103, 952-969.
http://dx.doi.org/10.1037/a0025125 [42] Weiner, F. E., & Lingelbach, H. (1995). Teaching Expertise: Theoretical Conceptualizations, Empirical Findings, and Some Consequences for Teacher Training. In R. Hoz, & M. Silberstein (Eds.), Partnerships of Schools and Institutions of Higher Education in Teacher Development (pp. 293-302). Beer-Sheva: Ben Gurion University of the Negev Press. [43] Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55, 25-38.
http://dx.doi.org/10.1177/0022487103259812 [44] Winitzky, N., & Kauchak, D. (1995). Learning to Teach: Knowledge Development in Classroom Management. Teaching & Teacher Education, 11, 215-227.
http://dx.doi.org/10.1016/0742-051X(94)00029-6 [45] Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2015). Keeping an Eye on Learning: Differences between Expert and Novice Teachers’ Representations of Classroom Management Events. Journal of Teacher Education, 66, 68-85.
http://dx.doi.org/10.1177/0022487114549810 [46] Zeichner, K. (2005). Becoming a Teacher Educator: A Personal Perspective. Teaching and Teacher Education, 21, 117-124.
http://dx.doi.org/10.1016/j.tate.2004.12.001
[1] Balli, S. J. (2011). Pre-Service Teachers’ Episodic Memories of Classroom Management. Teaching and Teacher Education, 27, 245-251.
http://dx.doi.org/10.1016/j.tate.2010.08.004 [2] Blömeke, S., Buchholtz, N., Suhl, U., & Kaiser, G. (2014). Resolving the Chicken-or-Egg Causality Dilemma: The Longitudinal Interplay of Teacher Knowledge and Teacher Beliefs. Teaching and Teacher Education, 37, 130-139.
http://dx.doi.org/10.1016/j.tate.2013.10.007 [3] Bowers, C. A., & Flinders, D. J. (1991). Culturally Responsive Teaching and Supervision: A Handbook of Staff Development. New York, NY: Teachers College Press. [4] Brouwer, N., & Korthagen, F. (2005). Can Teacher Education Make a Difference? American Educational Research Journal, 42, 153-223.
http://dx.doi.org/10.3102/00028312042001153 [5] Cooper, P., & Yan, Z. (2015). Some Possible Effects of Behaviour Management Training on Teacher Confidence and Competence: Evidence from a Study of Primary School Teachers in Hong Kong. Educational Studies, 41, 156-170.
http://dx.doi.org/10.1080/03055698.2014.955739 [6] Den Brok, P., & Levy, J. (2005). Teacher-Student Relationships in Multicultural Classes: Reviewing the Past, Preparing the Future. International Journal of Educational Research, 43, 72-88.
http://dx.doi.org/10.1016/j.ijer.2006.03.007 [7] Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing Reality Shock: The Effects of Classroom Management Skills Training on Beginning Teachers. Teaching and Teacher Education, 48, 1-12.
http://dx.doi.org/10.1016/j.tate.2015.01.013 [8] Dollase, R. (2012). Classroom Management. Theorie und Praxis des Umgangs mit Heterogenität. (Classroom Management. Theory and Practice of Heterogenity). Schulmanagement Handbuch, 142. München: Oldenbourg. [9] Evertson, C. M., & Weinstein, C. S. (2006). Classroom Management as a Field of Inquiry. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates. [10] Forzani, F. M. (2014). Understanding “Core Practices” and “Practice-Based” Teacher Education: Learning from the Past. Journal of Teacher Education, 65, 357-368.
http://dx.doi.org/10.1177/0022487114533800 [11] Friedman, I. A. (1995). Student Behavior Patterns Contributing to Teacher Burnout. Journal of Educational Research, 88, 281-289.
http://dx.doi.org/10.1080/00220671.1995.9941312 [12] Haep, A., Steins, G., Wilde, J., Haep, A., Steins, G., & Wilde, J. (2014). Soziales Lernen Sekundarstufe I (Social Learning Secondary School I). Donauwörth: Auer. [13] Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72, 625-638.
http://dx.doi.org/10.1111/1467-8624.00301 [14] Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76, 949-967.
http://dx.doi.org/10.1111/j.1467-8624.2005.00889.x [15] Hattie, J. (2009). Visible Learning. London: Routledge. [16] Howe, E. R. (2006). Exemplary Teacher Education: An International Review. Educational Philosophy and Theory, 38, 287-297.
http://dx.doi.org/10.1111/j.1469-5812.2006.00195.x [17] Jones, V. (2006). How Do Teachers Learn to Be Effective Classroom Managers? In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 887-908). Mahwah, NJ: Lawrence Erlbaum Associates. [18] Kounin, J. S. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston. [19] Liew, J., Chen, Q., & Hughes, J. N. (2010). Child Effortful Control, Teacher-Student-Relationships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects. Early Childhood Research Quarterly, 25, 51-64.
http://dx.doi.org/10.1016/j.ecresq.2009.07.005 [20] Lo, A., & Howard, K. M. (2009). Mobilizing Respect and Politeness in Classrooms. Linguistics and Education, 20, 211-216.
http://dx.doi.org/10.1016/j.linged.2009.07.001 [21] Loewenberg Ball, D., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60, 497-511.
http://dx.doi.org/10.1177/0022487109348479 [22] Loewenberg Ball, D., & Forzani, F. M. (2010). Teaching Skillful Teaching. Educational Leadership, 68, 40-45. [23] Löfström, E., & Poom-Valickis, K. (2013). Beliefs about Teaching: Persistent or Malleable? A Longitudinal Study of Prospective Student Teachers’ Beliefs. Teaching and Teacher Education, 35, 104-113.
http://dx.doi.org/10.1016/j.tate.2013.06.004 [24] Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press. [25] Matt, D. T., Rauch, E., & Dallasega, P. (2014). Mini-Factory—A Learning Factory Concept for Students and Small and Medium Sized Enterprises. Science Direct, 17, 178-183.
http://dx.doi.org/10.1016/j.procir.2014.01.057 [26] O’Neill, S., & Stephenson, J. (2012). Does Classroom Management Coursework Influence Pre-Service Teachers’ Perceived Preparedness or Confidence? Teaching and Teacher Education, 28, 1131-1143.
http://dx.doi.org/10.1016/j.tate.2012.06.008 [27] Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: SAGE. [28] Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training in Service Teachers’ Competencies in Classroom Management. A Quasi-Experimental Study with Teachers of Secondary Schools. Teaching and Teacher Education, 30, 1-12.
http://dx.doi.org/10.1016/j.tate.2012.09.007 [29] Powell, P. R., McLaughlin, H. J., Savage, T. V., & Zehm, S. (2001). Classroom Management: Perspectives on the Social Curriculum. Upper Saddle River, NJ: Merril/Prentice-Hall. [30] Reupert, A., & Woodcock, S. (2010). Success and Near Misses: Pre-Service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies. Teaching and Teacher Education, 26, 1261-1268.
http://dx.doi.org/10.1016/j.tate.2010.03.003 [31] Reyes, J. A., Elias, M. J., Parker, S. I., & Rosenblatt, J. L. (2013). Promoting Educational Equity in Disadvantaged Youth: The Role of Resilience and Social-Emotional Learning. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of Resilience in Children (2nd ed., pp. 349-370). New York: Springer.
http://dx.doi.org/10.1007/978-1-4614-3661-4_20 [32] Rushton, S. P. (2000). Student Teacher Efficacy in Inner-City Schools. The Urban Review, 32, 365-383.
http://dx.doi.org/10.1023/A:1026459809392 [33] Shechtman, Z., & Leichtentritt, J. (2004). Affective Teaching: A Method to Enhance Classroom Management. European Journal of Teacher Education, 27, 323-333.
http://dx.doi.org/10.1080/0261976042000290822 [34] Sleeter, C. (2008). Equity, Democracy, and Neoliberal Assaults on Teacher Education. Teaching and Teacher Education, 24, 1947-1957.
http://dx.doi.org/10.1016/j.tate.2008.04.003 [35] Steins, G., & Haep, A. (2015). Social Learning and Rational-Emotive Education: An Exploratory Investigation of Students’ Perceptions. Psychology, 6, 1096-1107.
http://dx.doi.org/10.4236/psych.2015.69107 [36] Steins, G., Haep, A., & Wittrock, K. (2015). Rational-Emotive and Cognitive-Behavior Therapy in Teacher Education: A Systematic Technology of the Self for Classroom Management. Creative Education, In Press. [37] Stough, L. M. (2006). The Place of Classroom Management and Standards in Teacher Education. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 909-924). Mahwah, NJ: Lawrence Erlbaum Associates. [38] Stoughton, E. H. (2007). “How Will I Get Them to Behave?”: Pre-Service Teachers Reflect on Classroom Management. Teaching and Teacher Education, 23, 1024-1037.
http://dx.doi.org/10.1016/j.tate.2006.05.001 [39] Trent, J. (2013). From Campus to Classroom: A Critical Perspective on Approximations of Practice in Teacher Education. Research Papers in Education, 28, 571-594.
http://dx.doi.org/10.1080/02671522.2012.710246 [40] van Tartwijk, J., den Brok, P., Veldman, I., & Wubbels, T. (2009). Teacher’s Practical Knowledge about Classroom Management in Multicultural Classrooms. Teaching and Teacher Education, 25, 453-460.
http://dx.doi.org/10.1016/j.tate.2008.09.005 [41] Voss, T., Kunter, M., & Baumert, J. (2011). Assessing Teacher Candidates’ General Pedagocical/Psychological Knowledge: Test Construction and Validation. Journal of Educational Psychology, 103, 952-969.
http://dx.doi.org/10.1037/a0025125 [42] Weiner, F. E., & Lingelbach, H. (1995). Teaching Expertise: Theoretical Conceptualizations, Empirical Findings, and Some Consequences for Teacher Training. In R. Hoz, & M. Silberstein (Eds.), Partnerships of Schools and Institutions of Higher Education in Teacher Development (pp. 293-302). Beer-Sheva: Ben Gurion University of the Negev Press. [43] Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55, 25-38.
http://dx.doi.org/10.1177/0022487103259812 [44] Winitzky, N., & Kauchak, D. (1995). Learning to Teach: Knowledge Development in Classroom Management. Teaching & Teacher Education, 11, 215-227.
http://dx.doi.org/10.1016/0742-051X(94)00029-6 [45] Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2015). Keeping an Eye on Learning: Differences between Expert and Novice Teachers’ Representations of Classroom Management Events. Journal of Teacher Education, 66, 68-85.
http://dx.doi.org/10.1177/0022487114549810 [46] Zeichner, K. (2005). Becoming a Teacher Educator: A Personal Perspective. Teaching and Teacher Education, 21, 117-124.
http://dx.doi.org/10.1016/j.tate.2004.12.001