Six preservice music teachers claimed to learn from student teaching three important classroom management concepts: responding to differences in students’ characteristics, behavior, and instructional needs; developing appropriate relationships with students and parents; and establishing themselves in the teacher’s role.
They did not, however, appear to remember learning about management in a Practicum course the previous year, although relationships to course concepts were evident. This qualitative study explored relationships between the student teachers’ claims and the concepts the course instructors believed they presented. The participants’ contextual understanding of their student teaching settings appeared more effective than peer teaching or other course-based learning in developing understandings of classroom management. Implications for fostering connections between course- and field-based learning are discussed.
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