Objective:To test the effect of the"Excellent Class Teacher"intervention projects which includes class management strategy toolkit,reflective diary,and peer supervision on cultivating the class management ability of teacher trainees,exploring methods for cultivating class management abilities of pre-service teachers.Method:A quasi-experimental pre-test and post-test group design was adopted.Six interning pre-service teachers and 178 students from their class participated in a 14 week intervention,with other pre-service teachers and 163 students from their class as the control group.The effectiveness of the intervention was assessed using questionnaires com-pleted by the trainees and their students at the beginning and end of the intervention.Result:Compared to the con-trol group,the intervention group showed a significant increase in the Interning pre-service teachers'sense of man-agement efficacy.Self-reported positive management behaviors of the trainees significantly increased,while students'reports of these behaviors did not show significant changes.The self-reported negative management behav-iors of the trainees remained unchanged,but students reported a significant decrease in these behaviors.There was an improvement in class order and discipline,but no significant changes were observed in teacher-student relation-ships or peer relationships.Additionally,there were no significant changes in students'externalizing problem be-haviors or prosocial behaviors.Conclusion:The"Excellent Class Teacher"intervention program can enhance class management abilities of Interning pre-service teachers to a certain extent.
Pre-service TeachersClass Management AbilityInterventionQuasi Experimental Research