Lost in translation: preservice teachers’ perceptions of classroom management beliefs and actions

The study examines preservice teachers' (PSTs') conceptions of classroom management (CM) using an entry/exit survey design. Using over 650 PST responses to an open-response item evaluating PST perceptions of a successfully managed classroom, the authors qualitatively identified sub-codes specific to these PSTs from preset categories of academic, behavioral, and relational. Quantitatively, they analyzed survey items of importance about CM actions, identifying whether correlations exist between illustration codes and importance ratings. Factor analyses at entry display PSTs' perceptions of management actions to be relatively singular; however, at exit, three factors emerged. Despite the indication of PSTs' ability to view CM actions with variability according to purpose, when compared with beliefs, there existed weak correlations. This study has implications for creating authentic learning environments within teacher education to support PSTs' CM development, as well as appropriately guiding these individuals in their conceptualizations of effective, relationally supported management praxis.