Future Teachers' Perceptions of Discipline.

Autor/inn/en	Volkman, Beatrice K.; McMahon, Rebecca
Titel	Future Teachers' Perceptions of Discipline.
Quelle	(1999), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Environment; Classroom Techniques; Discipline; Elementary Education; Guidance; Higher Education; Preservice Teacher Education; Punishment; Student Behavior; Student Teacher Attitudes; Student Teachers; Teacher Role + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; Elementarunterricht; Beratung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Bestrafung; Student behaviour; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerrolle
Abstract	This study investigated preservice teachers' perceptions of discipline, using questionnaires and followup interviews to obtain insight into their views regarding guidance, discipline, and punishment, as well as influences contributing to the formation of these views. The questionnaire included five demographic items and five open-ended questions. Participants were undergraduate students majoring in elementary education at two public universities. All participants responded to the questionnaire before beginning student teaching. Questionnaires were individually analyzed by two researchers to identify patterns or similarities. Findings from a collaborative analysis of researchers' notes served as the basis for developing three semi-structured interview questions. Interviews were conducted with 20 respondents who indicated interest in further participation in the study. The results support the conclusion that most preservice teachers can clearly define guidance in positive terms of modeling and leading. However, conspicuously absent from their definition is any reference to the task of the classroom teacher to foster the development of self-control and socialization skills and to create the context for positive discipline. Students readied by the university to practice their profession rely more heavily on information they glean through personal experience than through instruction received in the teacher education program. (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01