Abstract:

The aims of the study is to highlight the espectations of students (N = 75) from Pedagogy of Primary and Preschool Education Program, from first and third years of study, related to how they want, as future teachers, to develop pupils’ learning skills in classroom by adopting a certainbehavioral and instructional management in primary school and also a certain teaching style.The working tools used are the Behavior and Instructional Management Scale, developed by Martin & Sass (2010) and The Teaching for a Successful Intelligence Questionnaire (TSI-Q) developed by Paloș&Maricuțoiu (2013). The comparative analysis of the results obtained according to the year of study, captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, during the lessons, with higher averages for the students of 3rd year. Students from both groups would prefer instructional management based on the use of student-centered teaching strategies. At the same time, the preferred teaching style is creative, practical and less preferred is the reproductive one. The results show an association relation between the preferred style of instructional management and the creative, analytical and practical teaching styles, but the effect size is small. Considering the results obtained, it was concluded that students from both groups are considering the student-centered teaching strategies but also that the students in the final year have a higher level of expectations for implementing the rules in the class, compared to the students of the 1styear, which draws attention to the knowledge of the factors involved in changing the expectations of the studentsduring their formation to have a greater control over the conduct of the pupils in classroom.

Keywords:

Expectations, behavior and instructional management, teaching style, expectations of future teachers.