Promoting "Quality" Feedback: First-Year Teachers' Self-Reports on Their Development as Classroom Managers

Through a program wide survey (n = 87) and qualitative data of five case participants, this mixed methods study explores how teachers develop as urban classroom managers throughout their first year. Results indicate teachers learned from programmatic training and personnel, school personnel, and classroom experience. Specifically, personnel who frequently observed teachers as well as provided specific feedback and alternative methods of classroom management were most helpful. Relatedly, opportunities to learn through "trial and error" were also helpful. These findings suggest methods for teacher educators to prepare and support beginning teachers in classroom management.

Promoting "Quality" Feedback: First-Year Teachers' Self-Reports on Their Development as Classroom Managers Academic Article