Our research contributes to the understanding of the contents of teacher students’ “apprenticeship of observation” (Lortie, 1975), thus, teacher students private and inner beliefs about appropriate teachers’ behavior. Specifically, we describe teacher students’ private models of dealing with disruptive behavior in the classroom and embed this issue in a larger context concerning Classroom Management (CM) in Teacher Education. Therefore, our research questions are concerned with teacher students’ private beliefs and exploring methods of teaching CM. We investigate two questions in specific: 1) What are the contents of teacher student’s beliefs about solving a discipline problem at school between a teacher and a student? 2) Do they reflect critically on these beliefs after a CM seminar? We conducted a study with a projective procedure in order to investigate our research questions and obtained data at two points of time (T1, T2). At the beginning of a seminar about CM, teacher students (T1; N = 62) completed an unfinished story that described a conflict between a teacher and a disturbing student. Mental models about how to behave as a teacher and how to interact with a disturbing student are explored by means of content analysis. A second set of data was obtained after the seminar (T2; N = 51). The teacher students were requested to combine the original end of the story with contents they had learned in the seminar about CM. At T1, we found many approaches that were not appropriate and possibly emerged from teacher students’ apprenticeship of observation. Results of T2 showed clearly that teacher students were able to adopt some theories, but were surprisingly uncritical towards the story. The results are discussed by focusing on the teaching of CM as one central task of Teacher Education.
References
[1]
Balli, S. J. (2011). Pre-Service Teachers’ Episodic Memories of Classroom Management. Teaching and Teacher Education, 27, 245-251.
http://dx.doi.org/10.1016/j.tate.2010.08.004
[2]
Blomeke, S., Buchholtz, N., Suhl, U., & Kaiser, G. (2014). Resolving the Chicken-or-Egg Causality Dilemma: The Longitudinal Interplay of Teacher Knowledge and Teacher Beliefs. Teaching and Teacher Education, 37, 130-139.
http://dx.doi.org/10.1016/j.tate.2013.10.007
[3]
Bortz, J., & Doring, N. (2006). Forschungsmethoden und Evaluation für Human-und Sozialwissenschaftler [Research Methods and Evaluation for Humanities and Social Science]. Heidelberg: Springer.
[4]
Bowers, C. A., & Flinders, D. J. (1991). Culturally Responsive Teaching and Supervision: A Handbook of Staff Development. New York: Teachers College Press.
[5]
Brouwer, N., & Korthagen, F. (2005). Can Teacher Education Make a Difference? American Educational Research Journal, 42, 153-223.
http://dx.doi.org/10.3102/00028312042001153
[6]
Cooper, P., & Yan, Z. (2015). Some Possible Effects of Behavior Management Training on Teacher Confidence and Competence: Evidence from a Study of Primary School Teachers in Hong Kong. Educational Studies, 41, 156-170.
http://dx.doi.org/10.1080/03055698.2014.955739
[7]
Den Brok, P., & Levy, J. (2005). Teacher-Student Relationships in Multicultural Classes: Reviewing the Past, Preparing the Future. International Journal of Educational Research, 43, 72-88.
http://dx.doi.org/10.1016/j.ijer.2006.03.007
[8]
Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing Reality Shock: The Effects of Classroom Management Skills Training on Beginning Teachers. Teaching and Teacher Education, 48, 1-12.
http://dx.doi.org/10.1016/j.tate.2015.01.013
[9]
Dollase, R. (2012). Classroom Management. Theorie und Praxis des Umgangs mit Heterogenitat [Classroom Management. Theory and Practice of Heterogenity]. Schulmanagement Handbuch, 142. München: Oldenbourg.
[10]
Evertson, C. M., & Weinstein, C. S. (2006). Classroom Management as a Field of Inquiry. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 3-16). Mahwah, NJ: Lawrence Erlbaum Associates.
[11]
Forzani, F. M. (2014). Understanding “Core Practices” and “Practice-Based” Teacher Education: Learning from the Past. Journal of Teacher Education, 65, 357-368.
http://dx.doi.org/10.1177/0022487114533800
[12]
Frank, L. K. (1939). Projective Methods for the Study of Personality. The Journal of Personality, 8, 389-413.
Frank, L. K. (1948). Projective Methods. Springfield, II: Thomas.
http://dx.doi.org/10.1037/14920-000
[14]
Fries, K., & Cochran-Smith, M. (2006). Teacher Research and Classroom Management: What Questions Do Teachers Ask? In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 945-981). Mahwah, NJ: Lawrence Erlbaum Associates.
[15]
Goodman, J. (1988). Constructing a Practical Philosophy of Teaching: A Study of Preservice Teachers’ Professional Perspectives. Teaching and Teacher Education, 4, 121-137.
http://dx.doi.org/10.1016/0742-051X(88)90013-3
[16]
Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76, 949-967.
Ingersoll, R., & Smith, T. (2003). The Wrong Solution to the Teacher Shortage. Educational Leadership, 60, 30-33.
[20]
Jones, V. (2006). How Do Teachers Learn to Be Effective Classroom Managers? In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 887-908). Mahwah, NJ: Lawrence Erlbaum Associates.
[21]
Kagan, D. (1992). Implications of Research on Teacher Belief. Educational Psychologist, 27, 65- 90.
http://dx.doi.org/10.1207/s15326985ep2701_6
[22]
Kounin, J. S. (1970). Discipline and Group Management in Classrooms. New York: Holt, Rinehart and Winston.
[23]
Krueger, R. A., & Casey, M. A. (2009). Focus Groups: A Practical Guide for Applied Research (4th ed.). Thousand Oaks, CA: Sage.
[24]
Larrivee, B. (2006). The Convergence of Reflective Practice and Effective Classroom Management. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 983-1001). Mahwah, NJ: Lawrence Erlbaum Associates.
[25]
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child Effortful Control, Teacher-Student-Relation- ships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects. Early Childhood Research Quarterly, 25, 51-64.
http://dx.doi.org/10.1016/j.ecresq.2009.07.005
[26]
Loewenberg Ball, D., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60, 497-511.
http://dx.doi.org/10.1177/0022487109348479
[27]
Lofstrom, E., & Poom-Valickis, K. (2013). Beliefs about Teaching: Persistent or Malleable? A Longitudinal Study of Prospective Student Teachers’ Beliefs. Teaching and Teacher Education, 35, 104-113.
http://dx.doi.org/10.1016/j.tate.2013.06.004
[28]
Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago Press.
[29]
Mahlios, M., & Maxson, M. (1995). Capturing Preservice Teachers’ Beliefs about Schooling, Life, and Childhood. Journal of Teacher Education, 46, 192-198.
http://dx.doi.org/10.1177/0022487195046003005
[30]
O’Neill, S., & Stephenson, J. (2012). Does Classroom Management Coursework Influence Pre- Service Teachers’ Perceived Preparedness or Confidence? Teaching and Teacher Education, 28, 1131-1143.
http://dx.doi.org/10.1016/j.tate.2012.06.008
[31]
Patton, M. Q. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage.
[32]
Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training in Service Teachers’ Competencies in Classroom Management. A Quasi-Experimental Study with Teachers of Secondary Schools. Teaching and Teacher Education, 30, 1-12.
http://dx.doi.org/10.1016/j.tate.2012.09.007
[33]
Powell, P. R., McLaughlin, H. J., Savage, T. V., & Zehm, S. (2001). Classroom Management: Perspectives on the Social Curriculum. Upper Saddle River, NJ: Merril/Prentice-Hall.
[34]
PreuBler, O. (1987). Herr Klingsor konnte ein biBchen zaubern [Mr. Klingsor Could Perform Magic a Little Bit]. Hamburg: Oetinger.
[35]
Reupert, A., & Woodcock, S. (2010). Success and Near Misses: Pre-Service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies. Teaching and Teacher Education, 26, 1261-1268.
http://dx.doi.org/10.1016/j.tate.2010.03.003
[36]
Reyes, J. A., Elias, M. J., Parker, S. I., & Rosenblatt, J. L. (2013). Promoting Educational Equity in Disadvantaged Youth: The Role of Resilience and Social-Emotional Learning. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of Resilience in Children (2nd ed., pp. 349-370). New York: Springer.
http://dx.doi.org/10.1007/978-1-4614-3661-4_20
[37]
Rushton, S. P. (2000). Student Teacher Efficacy in Inner-City Schools. The Urban Review, 32, 365-383.
http://dx.doi.org/10.1023/A:1026459809392
[38]
Shechtman, Z., & Leichtentritt, J. (2004). Affective Teaching: A Method to Enhance Classroom Management. European Journal of Teacher Education, 27, 323-333.
http://dx.doi.org/10.1080/0261976042000290822
[39]
Sleeter, C. (2008). Equity, Democracy, and Neoliberal Assaults on Teacher Education. Teaching and Teacher Education, 24, 1947-1957.
http://dx.doi.org/10.1016/j.tate.2008.04.003
[40]
Steins, G. (2014). Sozialpsychologie des Schulalltags. Band I: Grundlagen und Anwendungen [Social Psychology of the School, Volume I: Foundations and Applications]. Lengerich: Pabst Science Publishers.
[41]
Steins, G., Behnke, K., & Haep, A. (2015). Sozialpsychologie des Schulalltags. Band II: Im Klassenzimmer [Social Psychology of the School. Volume II: In the Classroom]. Lengerich: Pabst Science Publishers.
[42]
Steins, G., Haep, A., & Wittrock, K. (2015).Technology of the Self and Classroom Management— A Systematic Approach for Teacher Students. Creative Education, 6, 2090-2104.
http://dx.doi.org/10.4236/ce.2015.619213
[43]
Steins, G., Wittrock, K., & Haep, A. (2015). Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School? Creative Education, 6, 2045-2062.
http://dx.doi.org/10.4236/ce.2015.619210
[44]
Stough, L. M. (2006). The Place of Classroom Management and Standards in Teacher Education. In C. M. Evertson, & C. S. Weinstein (Eds)., Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 909-924). Mahwah, NJ: Lawrence Erlbaum Associates.
[45]
Stoughton, E. H. (2007). “How Will I Get Them to Behave?”: Pre Service Teachers Reflect on Classroom Management. Teaching and Teacher Education, 23, 1024-1037.
http://dx.doi.org/10.1016/j.tate.2006.05.001
[46]
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park, CA: Sage.
[47]
Trent, J. (2013). From Campus to Classroom: A Critical Perspective on Approximations of Practice in Teacher Education. Research Papers in Education, 28, 571-594.
http://dx.doi.org/10.1080/02671522.2012.710246
[48]
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55, 25-38.
http://dx.doi.org/10.1177/0022487103259812
[49]
Zuckerman, J. (2000). Student Science Teachers’ Accounts of a Well-Remembered Event about Classroom Management. Journal of Science Teacher Education, 11, 243-250.
