Student Teachers' Conceptions of classroom Control  

Oleh:

Johnson, Virginia G.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 88 no. 02 (Nov. 1994), page 109-117.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT The objective of this study was to investigate elementary students teachers' propositional knowledge of classroom management, with particular focus on their conceptions of control. The primary question was the extent to which elementary student teachers' conceptions of classroom control were similar to the rule-based conceptions taught in their teacher education program. A paper-and-pencil instrument administered to 85 elementary student teachers during fall 1991 contained two tasks designed to elicit the thinking of the elementary student teachers about rule-based, dominance, and nurturance conceptions of classroom control. The findings of the study revealed widespread inclusion of the rule based conceptions in the propositional knowledge of almost all of the elementary student teachers. Although some evidence of the conceptions of dominance or nurturance did appear in the propositional knowledge of some elementary student teachers, its existence did not seem to interfere with the holding of rule based conceptions. This evidence appears contrary to the theory that teacher education students are prevented from acquiring conceptions of classroom management that are consistent with research because of strong alternate conceptions that they bring to their training.

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