Search results for: Discipline
Page 1/2 16 items
Who else is teaching the teachers? The subject discipline teacher educator in initial teacher education
In this study, the profile and practices of subject discipline teacher educators are examined, providing possibly the first investigation of this cadre of a teacher educator. The subject discipline teacher educator is a subject specialist involved in initial teacher education, for example, a physics lecturer teaching on an initial teacher education science course. The subject discipline teacher educators studied work in concurrent (post-primary) initial teacher education in Ireland. More than half of the teaching and learning experiences of student teachers on these courses happen within their subject discipline. Despite the considerable exposure of student teachers to subject discipline teacher educators, very little is known about this group. In a survey of 70 subject discipline teacher educators, several factors related to their profile and practices were analysed. The results indicate that subject discipline teacher educators are a distinctive group of teacher educators, committed to, and engaged in the practice of teacher education.
Updated: Jul. 11, 2022
This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.
Updated: Feb. 13, 2018
This article explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform.
Updated: Mar. 12, 2015
Preservice Professional Preparation and Teachers’ Self-Efficacy Appraisals of Natural Environment and Inclusion Practices
This article describes results from a study that examined the relationships between teacher discipline, type of teaching degree, and teacher feelings of preparedness and the self-efficacy beliefs of early intervention and preschool teachers with regard to either natural environment or inclusion practices. Results showed that feelings of preservice teacher preparedness were related to the self-efficacy beliefs of both early intervention and preschool special education teachers. Furthermore, the findings revealed that teacher discipline and the type of degree moderated the relationship between teacher preparedness and self-efficacy beliefs among preschool special education but not early intervention teachers.
Updated: Nov. 24, 2014
Is Action Research a Contradiction in Terms? Do Communities of Practice Mean the End of Educational Research as We Know It? Some Remarks Based on One Recent Example of Religious Education Research
The author considers the claim that the nature and merits of both action research and communities of practice are contested. The author describes three strands of argument. Firstly, action research is not necessarily a contradiction in terms. Secondly, communities of practice are not necessarily the end of educational research as a discipline in its own right. Thirdly, however, Hammersley’s critique raises important issues about professional knowledge development, inviting interaction between propositional and workplace knowledge.
Updated: Jul. 17, 2013
The current article intends to examine the impact of discipline styles on a range of factors, including: students’ respect for the rights of others; their level of connection to peers/school; their general wellbeing; and how much they like their teacher and subject. The results showed that discussion, involvement, hinting, and use of recognition and rewards encourage greater levels of communal responsibility. The results indicate that these other strategies influence the results and consequences of punishment.
Updated: Feb. 13, 2012
This study examined the classroom discipline orientations of pre-service elementary teachers both before and after the student teaching experience. 220 pre-service teachers from three southeastern universities in the USA participated in the study. The results showed that the student teaching experience significantly increased beginning teachers' preferences toward a more assertive discipline model and decreased their preferences toward the humanistic discipline model.
Updated: Oct. 17, 2010
This article describes the results of a case study which worked with 80 lecturers drawn from Israeli teachers' colleges. The lecturers reported that they face relatively few discipline problems. The lecturers treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers' misconduct could have been used by their lecturers as excellent raw material to analyse the conditions in which problems are likely to occur in the school classroom. The lack of transference from the college setting to the student teachers' experience in the classroom is discussed.
Updated: Sep. 27, 2010
Viewing Classroom Discipline as Negotiable Social Interaction: A Communities of Practice Perspective
Classroom discipline is a major concern of American teachers and why many leave teaching. The purpose of this literature review is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline.
Updated: Jan. 12, 2010
New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities
This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities.
Updated: Dec. 09, 2009