A Small-Scale Study on Student Teachers' Perceptions of Classroom Management and Methods for Dealing with Misbehaviour

Autor/in	Atici, Meral
Titel	A Small-Scale Study on Student Teachers' Perceptions of Classroom Management and Methods for Dealing with Misbehaviour
Quelle	In: Emotional & Behavioural Difficulties, 12 (2007) 1, S.15-27 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
Schlagwörter	Foreign Countries; Teaching Methods; Child Psychology; Student Teachers; Positive Reinforcement; Classroom Techniques; Student Teacher Attitudes; Student Behavior; Antisocial Behavior; Classroom Communication; Discipline; Behavior Modification; Self Efficacy; Behavior Problems; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kinderpsychologie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Klassenführung; Student behaviour; Schülerverhalten; Klassengespräch; Disziplin; Behaviour modification; Verhaltensänderung; Self-efficacy; Selbstwirksamkeit; Türkei
Abstract	The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In-depth interviews with nine student teachers at Cukurova University (CU) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management, communication, and physical organization of classrooms are the main components of classroom management for student teachers. Student teachers usually tend to use preventive, positive and less intrusive methods, such as non-verbal messages, warnings, and positive reinforcement involving students' instructional activities, to manage student behaviour. The results of the study reveal that although student teachers feel confident about starting a teaching career, they need improvement in understanding child psychology, in experiencing different teaching situations, and in becoming competent in contemporary teaching methods. Nonetheless, student teachers reported that their sense of efficacy increased from the beginning to the end of the course. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10