PRESERVICE TEACHERS COGNITIVE FRAMEWORKS FOR CLASS MANAGEMENT

This study examines changes in middle school student teachers' knowled ge structures and beliefs related to class management during the final semester of their teacher education program. Twenty-three preservice teachers drew concept maps and participated in semi-structured intervi ews prior, during, and following 16 weeks of student teaching. Results of the study showed that initially student teachers are concerned wit h establishing and enforcing rules. They expressed discomfort with the ir authoritarian roles. During the middle of student teaching preservi ce teachers began to make connections among the variables that contrib ute to class management. By the end of student teaching preservice tea chers experienced a conflict between their beliefs in rules, their des ire to be flexible and fair, and their desire to develop positive stud ent relationships as a mechanism to promote student learning. A framew ork of change for class management concepts is presented and the repor ted influences on the changes in student teachers' knowledge organizat ion and beliefs are discussed.