Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers (Manejo del salón de clase: un reto persistente para docentes practicantes de lenguas extranjeras)

Autor/inn/en	Macías, Diego Fernando; Sánchez, Jesús Ariel
Titel	Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers (Manejo del salón de clase: un reto persistente para docentes practicantes de lenguas extranjeras)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 17 (2015) 2, S.81-99 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Classroom Techniques; Preservice Teacher Education; Preservice Teachers; Second Language Instruction; Second Language Programs; Qualitative Research; Barriers; Classroom Environment; Skill Development; Teaching Skills; Student Behavior; Behavior Problems; Models; Practicums; Teaching Experience; Educational Practices; Cooperating Teachers; Supervisors; Questionnaires; Semi Structured Interviews; Performance Factors; Change Strategies; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Fremdsprachenunterricht; Qualitative Forschung; Klassenklima; Unterrichtsklima; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Student behaviour; Schülerverhalten; Analogiemodell; Practicum; Praktikum; Praktika; Bildungspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Fragebogen; Leistungsindikator; Lösungsstrategie; Ausland; Kolumbien
Abstract	This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers' classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01