American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2016, 4(15), 1106-1115
DOI: 10.12691/education-4-15-9
Open AccessArticle

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

Leonard Nkhata1, , 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

Pub. Date: October 11, 2016

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

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Alnaji, H. 2000. An Evaluation of Pre-service Practicum at Mu’tah University from Graduates Perspectives. Mu’tah for Studies and Research,15 (3),179-205.
 
[2]  Broadbent, C. 1998. Pre - service teachers' perceptions and level of satisfaction with their field experiences. Asia Pacific Journal of Teacher Education, 26(1): 27-37.
 
[3]  Brophy, J. E. (2006). History of research in classroom management. In C. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
 
[4]  Chien, C. W. (2014). Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring. Teachers and Teaching: theory and practice.
 
[5]  Conway, C. (2002). Perceptions of beginning teachers, their mentors, and administrators regarding preservice music teacher preparation. Journal of Research in Music Education, 50(1), 20-37.
 
[6]  Creswell, J.W. & Plano-Clark, V.L. (2006). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
 
[7]  Doebler, L. K., & Roberson, T. G. (1987). A study of common problems experienced by secondary student teachers, Education. 107(3), 234-243.
 
[8]  Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. Weinstein (Eds.), Handbook of Classroom Management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
 
[9]  Farrell, T. (2008). “Here’s the book, go teach the class”. RELC Journal, 39, 226.
 
[10]  Fraenkel, J. R., & Wallen, N. E. (2010). How to design and evaluate research in education. (7th Ed). New York: McGraw-Hill.
 
[11]  Fuller, F. (1969). Concerns of teachers: Developmental conceptualization. American Educational Research Journal, 6, 207-225.
 
[12]  Goh, P. S and Matthews B. (Listening to the concerns of Student teachers in Malaysia during teaching Practice. Australian Journal of Teacher Education vol 36 Issue 3
 
[13]  Gower, R., & Walters, S. (1988). Teaching practice handbook. Oxford: Heinemann.
 
[14]  Grothe, K. (2013). Dynamics of the relationship between Student teachers and Master Teachers within the Co – Teaching model retrieved 29.03.2016.
 
[15]  Hamaidi, D., Al-Shara, I., Arouri, Y and Awwad F. (2014) A Student- Teachers’ Perspectives of Practicum Practices and Challenges. European Scientific Journal edition vol.10, No.13 ISSN: 1857-7881.
 
[16]  Huberman, M. (1992). Teacher development and instructional mastery. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development, (pp. 216-241). New York, NY: Longman Publishers.
 
[17]  Jerome-Freiberg, H., Huzinec, C. & Templeton, S. (2009). Classroom management – a pathway to student achievement: a study of fourteen inner-city elementary schools. The Elementary School Journal, 110(1), 64-80.
 
[18]  Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
 
[19]  Kiggundu, E, Nayimuli S (2009). Teaching Practice: A make or break phase for student teachers. S. Afr. J. Educ. 29(8):345-358.
 
[20]  Kombo N,J, and Kira SH (2013). Issues in Mentoring. London: The Open University.
 
[21]  Koziol, S., Munnick, B., and Sherman, M (1996). What student teaching evaluation instruments tell us about emphases in teacher education programs. Journal of Personnel evaluation in Education, 10(1), 53-74.
 
[22]  Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction 17 (2007) 494-509.
 
[23]  Lawrence S (2005). An Introduction to Curriculum Research and Development. London: Butler and Tanner, Limited.
 
[24]  Lewis, T. J., & Sugai, G. (1999). Effective behaviour support: A systems approach to proactive school wide management. Focus on Exceptional Children, 31, 1-24.
 
[25]  Lindhard N (2008). Guidance in the Classroom. Cape Town: Longman.
 
[26]  Loizou, E. (2011). The diverse facets of power in early childhood mentor–student teacher relationships. European Journal of Teacher Education, 34(4), 373-386.
 
[27]  Major, T., & Tiro, L. (2012). Theory Vs. Practice: The Case of primary teacher education in Botswana. International Journal of Scientific Research in Education, 5(1), 63-70.
 
[28]  Mapolisa T and Tshabalala T (2014) Experiences during teaching practice: perspectives of Zimbabwean primary school student teachers, Journal of Educational Research and Studies Vol. 2 (2), pp. 16-23.
 
[29]  Marais P, Meier C (2004). Hear our Voices: Student Teachers’ Experiences during Practical Teaching. Afr. Educ. Rev. 21: 296-307.
 
[30]  Matus, D. E. (1999). Humanism and effective urban secondary classroom management. The Clearing House, May/June, 305-307.
 
[31]  McPhillimy, B. (1996). Controlling your class. West Sussex: John Willey & Sons Ltd.
 
[32]  Merç and Subaşi, (2015) Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers. Turkish Online Journal of Qualitative Inquiry, January 2015, 6(1).
 
[33]  Mostafa, N. (2005). Efficiency of a Suggested Program in Enhancing Student teachers' Performance in the Primary Cycle (Science) in Light of the Latest and trend. Journal of Science Education, 1, 131-180.
 
[34]  Ngidi D. P, and Sibaya P. T (2013). Student Teacher Anxities Related Practice Teaching. S. Afr. J. Educ. 23(1):18-22.
 
[35]  Ngwaru C. (2013). Pre-Service Student Teacher Practices in the Teaching of English as a Second Language: Experiences, Opportunities and Challenges. Greener Journal of Educational Research ISSN: 2276-7789 Vol. 3 (7), pp. 310-317.
 
[36]  Perry, R. (2004). Teaching practice for early childhood. A guide for students. Retrieved from http://wwwRoutledge.comcatalogues./0418114838.pdf.
 
[37]  Pigge, F., & Marso, R. (1997). A seven-year longitudinal multi-factor assessment of teaching concerns development through preparation and early years of teaching. Teaching and Teacher Education, 13 (2), 225-235.
 
[38]  Pilarski, M. J. (1994). Student teachers: Underprepared for classroom management? Teaching Education, 6 (1), 77-80.
 
[39]  Ralph, E. G (2000). Aligning mentorship style with the beginning teachers’ developments: Contextual supervision. Alta. J. Educ. Res. 46(4):211-326.
 
[40]  Reed, D. (1989). Student teacher problems with classroom discipline: Implications for program development. Action in Teacher Education, 11 (3), 59-64.
 
[41]  Roberson, T. G., & Doebler, L. K. (1989). Problems of secondary student teachers as perceived by cooperating teachers and high school students: a follow-up study. Education, 109(4), 497-503.
 
[42]  Rushton S (2001). Cultural assimilation: A narrative case study of student-teaching in an inner-city school. Teach. Teach. Educ. 17(2):147-160.
 
[43]  Sabar, N. (2004). From heaven to reality through crisis: Novice teachers as migrants. Teaching and Teacher Education, 20 (2), 145-161.
 
[44]  Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8).
 
[45]  Talviti U, Peltokallin L, and Mannisto P (2000). Student teacher’s views about their relationships with university supervisors, co-operating teachers and peer student teachers. Scand. J. Educ. Res. 44(1):79-88.
 
[46]  White D (2000). Micro-teaching in initial teacher training. Harare: Longman.