A NEW LOOK AT PRESERVICE TEACHERS' CONCEPTIONS OF CLASSROOM MANAGEMENT AND ORGANIZATION: UNCOVERING COMPLEXITY AND DISSONANCE
This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rul...
Saved in:
Published in | The Teacher educator Vol. 45; no. 2; pp. 118 - 136 |
---|---|
Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Muncie
Taylor & Francis Group
12.04.2010
Routledge Taylor & Francis Inc |
Subjects | |
Online Access | Get full text |
Cover
Loading…
Summary: | This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire. Researchers analyzed responses using a grounded approach. Findings revealed a portrait of student perceptions more complex than those in previous studies, with conceptions often changing according to the nature of the question asked. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management. Findings suggest a need for teacher educators to clarify the role of management, clarify relationships between organization and management, and help students to bridge specific theory-practice gaps. |
---|---|
ISSN: | 0887-8730 1938-8101 |
DOI: | 10.1080/08878731003623669 |