Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

Abstract

Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices and (b) the extent to which teacher preparation programs provide this instruction for pre-service teachers. The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training. As a result, many pre-service teachers may not be prepared to effectively manage student behavior upon completion of a teacher preparation program due to a lack of exposure to classroom management content.