LLEKlas – Teaching and Learning Designs Promoting the Acquisition of Classroom management strategies

A Course Concept for Teacher Training

Abstract

This paper aims to present a course design supporting students in their acquisition of classroom management strategies. Based on the expert paradigm of teaching, declarative and conditional-procedural knowledge is imparted to course participants, enabling students to identify, analyse and evaluate classroom management strategies based on a theoretical concept. For this purpose, a course design connecting knowledge and application has been developed. In follow-up modules, students are instructed to train their professional perception and to identify action strategies contributing to effective classroom management. The course is based on the concept Linzer Konzept der Klassenführung (LKK; Lenkse & Mayr, 2015a) and on the diagnostic tool Linzer Diagnosebogen zur Klassenführung (LDK; Mayr, Eder, Fartacek, Lenske & Pflanzl, 2018), comprising three essential dimensions of pedagogical action: relationship, control and instruction. Through role plays and video sequences, students shall identify action strategies and their theoretical basis as well as develop alternative strategies. This contribution postulates the relevance of classroom management and discusses its scope and meaning. Furthermore, the course design and its underlying methodology are addressed. Also, the importance of video sequence and role play activities for the course as well as their design are outlined from a collegiate perspective. The online-supplement includes a detailed description of the course – this should facilitate colleagues in teacher education to put the concept into action. Finally, experiences and collateral research findings regarding the acquisition of classroom management knowledge are presented. Formative as well as summative evaluation of the course design indicate positive effects.