Search results for: Classroom management
Page 1/1 6 items
The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model’s factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model’s potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Updated: Jul. 27, 2021
Classroom management skills are essential for effective teaching and consequently form an integral part of undergraduate teaching degrees. Self-efficacy in classroom management influences an individual’s willingness to undertake specific actions and their perseverance in the face of difficulties in executing these actions. In order to track the progress of pre-service teachers’ self-efficacy in classroom management, an easy to administer Classroom Management Self Efficacy Instrument (CMSEI) was developed and piloted with a third year cohort of pre-service teachers. This article reports on the psychometric properties of the CMSEI as determined through a Rasch analysis. The analysis supports the Classroom Management Self Efficacy Instrument (CMSEI) as an accurate and internally consistent, unidimensional scale for use with undergraduate pre-service teachers.
Updated: Jun. 06, 2021
This study offers insights into the ways in which beginning elementary teachers do or do not replicate the kinds of classroom management systems used during their own childhood elementary education experiences as a result of what Dan Lortie calls the apprenticeship of observation. Results of this study indicate that, when designing their classroom management systems, first-year teachers draw from a range of both traditional and progressive influences including what they recall of their own childhood experiences, what they learned in their teacher preparation program, and what the more experienced teachers at their schools do. Possible conclusions point to the need for teacher preparation programs to remain engaged with graduates in order to help solidify what was learned through the program.
Updated: May. 11, 2021
Managing the delicate matter of advice giving: accomplishing communicative space in Critical Participatory Action Research
Critical Participatory Action Research (CPAR) requires communicative space to develop shared understandings and decisions. The authors examine the interactional accomplishment of such a space between a classroom practitioner and an academic researcher when meeting to reflect on a lesson and agree on future action to bring about change in the practitioner’s classroom practice. Conversation analysis of an audio recording of the meeting establishes how advice giving emerged and was managed as a delicate matter that required achieving shared understandings of what actually happened in the lesson, what could have happened, and what should happen in future lessons. Findings provide insights into how participants used reported and hypothetical speech to manage advice and reach agreement, produce and maintain intersubjectivity through interaction, and address epistemic asymmetry related to the differing experiences and roles that they brought to the action research study. Overall, the article contributes understandings of the ways that interactions produce communicative space in CPAR.
Updated: Feb. 04, 2021
The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice
The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.
Updated: Jan. 09, 2021
Discussion of educational ideologies offers insights into the debates, historical contexts, and policy and reform agendas that shape the politics of authority while neglecting empirical realities. Qualitative studies present empirical data and analyses on the challenges intrinsic to classroom relations, but, exceptions aside, they often lack explicit attention to authority. More research focused on classroom authority as a social construction is needed to address critical educational concerns for contemporary practitioners, policy makers, and researchers.
Updated: Jan. 15, 2008