Pre-service teachers’ classroom management strategies: An experience on teaching internship program
DOI:
https://doi.org/10.30659/elitation.2.1.153-160Keywords:
classroom management strategies, preservice teachers’, teaching internship program, TEYLAbstract
This study investigated pre-service teachers’ classroom management strategies as experienced during the teaching internship program. The teaching internship is a crucial component of pre-service teacher education designed to bridge theoretical knowledge with practical classroom experience. Previous studies have widely examined the development of pedagogical competence during internships; however, limited attention has been given to specific classroom management strategies, particularly in the TEYL context. Addressing this gap, this study explored how pre-service teachers managed classroom interactions and implemented effective strategies during their internship experiences. A quantitative descriptive survey design was employed to collect data from 13 pre-service teachers from the English Education Study Program who had completed their internships. Data were gathered using a closed-ended questionnaire validated by experts and tested for reliability using Cronbach’s Alpha through SPSS, which yielded a value of 0.967, indicating very high internal consistency. The data were analyzed descriptively using percentages to identify dominant perceptions. The findings showed that classroom activity management obtained the highest average score of 69.2%, followed by physical environment management 58.93%, and psycho-social management 51.3%. Overall, the findings indicate that the teaching internship program effectively supported the development of pre-service teachers' classroom management strategies, particularly in managing learning activities and classroom interactions in the TEYL context.
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