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<p>Classroom management (CM) and assessment literacy are pivotal both for an optimal learning environment and for teacher retention. However, high attrition rates among novice teachers suggest inadequacies in CM and assessment preparation, particularly in underserved contexts like Kuwait. Motivated to understand how certain cultural contexts, such as that of Kuwait, can require teacher preparation programs to reconceptualize CM and assessment, this study aimed to longitudinally evaluate and track the development of CM perceptions, assessment competencies, and related concerns among pre-service English language teachers in Kuwait. Nine teachers participated in semi-structured interviews at three time points: before their CM course (T1), after their CM course (T2), and after their teaching practicums (T3). Thematic analysis was employed to identify emergent themes and track changes in perceptions. At T1, their perceptions included classroom safety, voice control, and personality traits, while their concerns focused on student engagement, teacher-student age proximity, and basic assessment concepts. At T2, a deeper understanding of CM was demonstrated, alongside concerns about misbehavior management and the implementation of formative assessment. At T3, practice-informed CM comprehension was shown, with teachers implementing various assessment strategies including peer reviews and digital feedback tools. However, despite reported confidence, persistent challenges were revealed in managing linguistically diverse classrooms, integrating educational technology, and aligning formative assessment practices with diverse learning needs. The discrepancy between general confidence and specific post-practicum challenges suggests a need for targeted CM training regarding cultural competency, technology integration, and assessment literacy. Future directions include updating compulsory CM courses with contextualized, practical content that integrates formative assessment strategies to better prepare pre-service teachers for Kuwait’s unique educational system.</p>

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Formative assessment of pre-service English teachers’ perceptions of classroom management skills in Kuwait: a longitudinal study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月4日

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  • Hala Almutawa

摘要

Classroom management (CM) and assessment literacy are pivotal both for an optimal learning environment and for teacher retention. However, high attrition rates among novice teachers suggest inadequacies in CM and assessment preparation, particularly in underserved contexts like Kuwait. Motivated to understand how certain cultural contexts, such as that of Kuwait, can require teacher preparation programs to reconceptualize CM and assessment, this study aimed to longitudinally evaluate and track the development of CM perceptions, assessment competencies, and related concerns among pre-service English language teachers in Kuwait. Nine teachers participated in semi-structured interviews at three time points: before their CM course (T1), after their CM course (T2), and after their teaching practicums (T3). Thematic analysis was employed to identify emergent themes and track changes in perceptions. At T1, their perceptions included classroom safety, voice control, and personality traits, while their concerns focused on student engagement, teacher-student age proximity, and basic assessment concepts. At T2, a deeper understanding of CM was demonstrated, alongside concerns about misbehavior management and the implementation of formative assessment. At T3, practice-informed CM comprehension was shown, with teachers implementing various assessment strategies including peer reviews and digital feedback tools. However, despite reported confidence, persistent challenges were revealed in managing linguistically diverse classrooms, integrating educational technology, and aligning formative assessment practices with diverse learning needs. The discrepancy between general confidence and specific post-practicum challenges suggests a need for targeted CM training regarding cultural competency, technology integration, and assessment literacy. Future directions include updating compulsory CM courses with contextualized, practical content that integrates formative assessment strategies to better prepare pre-service teachers for Kuwait’s unique educational system.