Strategies to enhance democratic management practices in university classrooms
DOI:
https://doi.org/10.38140/ijms-2025.vol2.1.09Keywords:
University pedagogy, democratic classroom, management strategies, future teachersAbstract
Although democratic education is widely supported in theory, many instructors find its practical implementation in university classrooms unclear. This lack of clarity undermines the experience of pre-service teachers. The objective of this study is to explore strategies that can improve the practice of democratic classroom management and consequently reshape classroom management in schools. The study employs Participative Management Theory as a framework and is carried out within a transformative paradigm and participatory design. Semi-structured interviews are used to gather data from 15 participants, comprising 10 student teachers and 5 instructors from a selected university in the Eastern Cape, South Africa. Thematic analysis is employed to analyse the data. The study identifies four primary strategies for enhancing democratic classroom management: involving students in decision-making, promoting collaborative learning, fostering critical thinking and reflection, and creating inclusive and safe environments. The study proposes the "Democratic Classroom Engagement Model" as a framework to empower students, encourage teamwork, challenge assumptions, and ensure that every student feels valued. This collective effort aims to foster a democratic and engaging learning atmosphere.
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