Literaturnachweis - Detailanzeige
| Autor/inn/en | Jackson, Cliff; Simoncini, Kym; Davidson, Mark |
|---|---|
| Titel | Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills |
| Quelle | In: Australian Journal of Teacher Education, 38 (2013) 8, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Foreign Countries; Preservice Teachers; Classroom Techniques; Educational Environment; Reflection; Qualitative Research; Focus Groups; Teaching Skills; Teacher Surveys; Student Teacher Attitudes; Faculty Development; Teacher Education; Self Esteem; Australia |
| Abstract | Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the DETE offers Classroom Profiling, a data driven, non-judgmental process to allow teachers to reflect on the classroom management strategies they employ. This qualitative study investigated whether Classroom Profiling training could increase preservice teachers' knowledge and confidence in using ESCM. Fifteen preservice teachers in their final year of a Bachelor of Education degree in Far North Queensland participated in the study. Methods included surveys and a focus group discussion. Findings suggested that Classroom Profiling training improved preservice teachers' perceptions of their knowledge and confidence in classroom management techniques including the ESCM. (Contains 1 table.) (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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