Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching

Autor/in	Putman, S. Michael
Titel	Grappling with Classroom Management: The Orientations of Preservice Teachers and Impact of Student Teaching
Quelle	In: Teacher Educator, 44 (2009) 4, S.232-247 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Classroom Techniques; Student Teaching; Student Teachers; Student Attitudes; Classroom Environment; Influences; Epistemology; Beliefs; Elementary School Students; Elementary School Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Klassenklima; Unterrichtsklima; Influence; Einfluss; Einflussfaktor; Erkenntnistheorie; Belief; Glaube; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article describes research conducted to examine 71 preservice teachers' theoretical orientations of classroom management and the impact of student teaching on these orientations as well as their overall views regarding classroom management. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework. Upon completion of student teaching in environments characterized by teacher-centered practices, analyses revealed a shift toward more teacher-centered beliefs and behavior. Conclusions indicate the effects of vicarious and mastery experiences as influential in determining preferred orientations and management techniques cited as relevant within the classroom. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10