Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme

Andrea Erika Reupert, Stuart Woodcock

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4 Citations (Scopus)


The purpose of this study was to examine primary student teachers' use, confidence and success in various classroom management strategies at the start and at the end of a one-year teaching programme and ascertain any significant differences between the two time periods. One hundred and twenty-four English primary student teachers were surveyed at both time periods. Student teachers indicate that they would employ mostly preventative and lower-level corrective strategies at the start and at the end of the programme. Over the one year there was a significant increase in the use, confidence and success of preventative and relatively more intrusive corrective strategies, while the use and confidence of lower-level corrective strategies remained the same. The study tentatively highlights the cumulative impact of a one-year teaching programme on some but not all classroom management skills.

Original languageEnglish
Pages (from-to)265-276
Number of pages12
JournalEmotional and Behavioural Difficulties
Issue number3
Publication statusPublished - 3 Jul 2015


  • classroom management
  • primary student teachers

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