Classroom Management through Teacher Candidates’ Lenses: Transforming Learning Communities Through a Community of Practice

Authors

Mary S. Thomas, university of LouisvilleFollow
Penny B. Howell, University of LouisvilleFollow
Shantel Crosby, University of LouisvilleFollow
Khirsten Scott, University of PittsburghFollow
La'Que Newby, University of LouisvilleFollow
Hannah Evans, University of LouisvilleFollow
Sophie Daneshmand, University of LouisvilleFollow

Abstract

• To better prepare teacher candidates for classroom management through attention to learning communities that affirm and support diverse students, including those effected by trauma, four instructors redesigned a required, undergraduate course. This study describes findings from three teacher candidate co-authors who were enrolled in that course. One semester after completing a course on classroom management and building community, candidates were asked to review their course products and other artifacts to consider what they learned and build upon their prior knowledge. Candidates used stimulated recall to respond to prompts on community building and relationships, gender and racial inclusivity, trauma sensitive practices, and the school to prison pipeline. Their perspectives contribute to understandings about how candidates engage in sense-making regarding classroom communities and classroom management.

Recommended Citation

Thomas, Mary S.; Howell, Penny B.; Crosby, Shantel; Scott, Khirsten; Newby, La'Que; Evans, Hannah; and Daneshmand, Sophie (2018) "Classroom Management through Teacher Candidates’ Lenses: Transforming Learning Communities Through a Community of Practice," Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 5: Iss. 2, Article 4.
DOI: https://doi.org/10.61611/2995-5904.1011
Available at: https://digitalcommons.murraystate.edu/ktej/vol5/iss2/4