Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

Autor/inn/en	Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald
Titel	Chinese Teachers' Perceptions of Students' Classroom Misbehaviour
Quelle	In: Educational Psychology, 28 (2008) 3, S.305-324 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Classroom Techniques; Student Attitudes; Foreign Countries; Asians; Teacher Attitudes; Student Problems; Behavior Problems; Elementary Secondary Education; China + Suchen Sie Ihr Suchwort? Klassenführung; Schülerverhalten; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Lehrerverhalten; Studienproblem
Abstract	This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total of 244 responses were collected, from lower elementary to high school teachers in two provinces in mainland China. In general, the majority of Chinese teachers (65.6%) do not think that classroom management is a great concern. They perceive "daydreaming" to be the most frequent and troublesome misbehaviour. This contrasts with many prior studies in Western settings where "talking out of turn" has been reported as the biggest concern. In addition, Chinese teachers are eager to understand the psychological reasons behind student misbehaviour. They also suggest that the Chinese system of "teaching for testing" should be reformed. (Contains 7 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10