Student Teachers’ Conceptions of Classroom Control

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Student Teachers’ Conceptions of Classroom Control
The current study is aimed to explore classroom control and management developed
from the position of teachers’ propositional knowledge. The article discloses the principle
conceptions of control investigated through classroom management. It highlights the study of
student teachers’ classroom approaches directed at identification and development of standard
teacher education program.
Study Analysis
The main goal of the study is to determine the conceptions of the student teacher
management and compare them to those being taught in teacher education programs. The basic
study included 85 student teachers being involved in two tasks of eliciting their thinking as to
dominance, rule-based and nurturance methodologies of classroom management.
The study appeared to reflect strong management approaches and conceptions used in
standardized education system through the examination of various possible alternatives
introduced in their training. Analyzing the article “Student teachers’ conceptions of classroom
control” by Johnson (2001), it is important to take into account the methods used in the study.
The basic element of critical study analysis was expressed through the description of
propositional knowledge having the form of control conceptions. The study was conducted
during the fall semester; the author managed to combine two methods:
• Open-ended questions;
• Rating scale.
The main goal of this mixed method usage appeared to be the consistency
determination between student teachers’ conceptions and knowledge presented to them in
training. The research questions, such as “What are basic ways of classroom control
maintenance and means of its establishment?”, aim at revealing management held by teachers
during their training experience.
Theoretical study was worked out based on perfect classroom management analysis,
which is identified as one maximizing student engagement in academic activities and
minimizing possible misconduct. The conceptions highlighted in the study are described as 
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rule-based ones emphasizing the significance of creating and enforcing class regulations and
monitoring the behavior of students for the purpose of misbehavior prevention. Besides,
dominance conceptions were especially stressed emphasizing teachers’ authority and personal
power; rules are considered to be of great importance in comparison with instructions and
lessons of insignificance value. Nurturance conceptions described in the study are aimed at
underlining warm personal relationships in education process between student and teacher. It is
important to note that teacher education program covers courses in sciences and art
demonstrated through instructional strategies and developed methods. Special attention is to be
paid to the instrument used which is a questionnaire comprising two different tasks: managing
students scale and open-ended questionnaire (Evans, 2007).
The analysis of the study results has shown that they were presented in relation to the
research questions identified above. The findings pointed out disclosed the fact that rule-based
conceptions were especially dominating in propositional knowledge of the most elementary
student teachers, while nurturance conceptions expressed insignificant influence on the
education study process and appeared to slightly interfere with the above ones. It should be
pointed out that the study strong conclusion is connected with the fact that teachers
demonstrate deep concern as to managing students’ behavior and individual student
differences.
Conclusion
The analysis of study “Student teachers’ conceptions of classroom control” appeared to
highlight the basic principle of student teachers’ conceptions developed for education system to
identify the principle peculiarities of classroom management development and its role. The
study conducted gave an opportunity to strengthen teaching atmosphere and pay special
attention to the conceptions type identification. Teachers’ training contributing to pedagogical
thinking development was central through scientific conceptions description for elementary
student teachers.
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References
Evans, A. (2007). Methods in psychological research. Sage Publications.
Johnson, V. G. (2001). Student teachers’ conceptions of classroom control. Journal of
Educational Research, 88(2), 109-117.