Mathematics and Science Student Teachers’ Perceptions of Their Classroom Management Practices during Practicum: A Case of Copperbelt University Students

Leonard Nkhata^1, , David Chituta¹, Asiana Banda¹, Beauty Choobe¹ and Jack Jumbe¹

¹Department of Mathematics and Science Education, School of Mathematics and Natural Sciences, The Copperbelt University, Kitwe, Zambia

Cite this paper:
Leonard Nkhata, David Chituta, Asiana Banda, Beauty Choobe and Jack Jumbe. Mathematics and Science Student Teachers’ Perceptions of Their Classroom Management Practices during Practicum: A Case of Copperbelt University Students. American Journal of Educational Research. 2016; 4(15):1106-1115. doi: 10.12691/education-4-15-9

Abstract

A Classroom is a formal interactive environment in which a teacher and pupil engage in the process of teaching and learning. The quality of teaching and learning in the classroom is influenced by the teachers’ ability to ensure effective classroom management. The purpose of this study was to investigate the Copperbelt University Mathematics and Science Education student teachers’ perception of their classroom management practices. In addition the study sought to investigate student teachers perception of their challenges in classroom management practices and to examine gender differences on the student teachers’ perceptions of their classroom management practices during the practicum. The study was undertaken with the students doing practicum in secondary schools in the nine provinces of Zambia. A mixed methods research design was used in the study. The sample comprised 112 Mathematics and Science Education student teachers on practicum. Focus group discussion and a questionnaire were used to collect data. Findings of the study show that student teachers had positive perceptions of their classroom management practices and that the practicum profoundly influenced their classroom management practices. Student teachers discovered that effective classroom management required proper planning and implementation of the plans and to handle pupils as individuals. Secondly student teachers perceived that they had several challenges in their classroom management during the practicum. These challenges included handling large classes, poor infrastructure, pupil indiscipline and lack of teaching and learning materials. However in spite of the challenges they faced they learnt and managed to handle pupils in class, present lessons in a systematic and a coherent manner and ensure effective classroom management. The results further show that there was no significant difference between male and female student teachers’ perceptions in the acquisition of classroom management skills.

Keywords:
classroom management student teachers mentors practicum lecturers

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