This article reports the findings of a study that sought to explore prospective teachers’ patterns of concern with regard to aspects of classroom management and misbehaviour. It probes their constructions of effective strategies to maintain order in the class. Based on open questionnaires answered by 103 Israeli prospective teachers in two education institutions and on in-depth interviews with six of them, the study revealed five patterns of concern and four suggested strategies formed subjectively by the respondents. The practical implications of the study for teacher education are discussed.
|Curriculum and Teaching
|Published - Nov 2004