The Effect of Practicum on the Discipline Orientations of Pre-Service Teachers
Article Sidebar
Main Article Content
Abstract
This study aimed to examine the classroom discipline perceptions of pre-service language teachers both before and after the student teaching experience. Before going to their practice schools and immediately after completing their full-time student teaching experience, pre-service teachers (N = 104) from three state universities in Turkey completed a discipline belief questionnaire identifying their preferred model of classroom discipline. The results indicated that although the student teaching experience in practice schools increased beginning teachers’ preferences from a humanistic discipline model to a more assertive discipline model, this increase is not significant. These results show that the student teaching experience does not create a difference in previous perceptions and beliefs of pre-service teachers. The results of the study also suggest that student teachers’ preconceptions regarding the profession will not change despite the practical experience gained during practicum.
Article Details
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
References
Bada, E. & Genç, B. (2008). Situations and options in classroom management: interventionism, non-interventionism or interactionism? In N. Kunt, J. Shibliyev, F. Erozan (Eds.) ELT Profession: Challenges and Prospects (pp. 246-253). The Proceedings of the 2nd International Conference on ELT, 2006, Eastern Mediterranean University, Turkish Republic of Northern Cyprus: Lincom Europa.
Büyükkarcı, K. & Genç, B. (2007). Classroom management and student-teacher attitudes towards students’ behaviors. A. Ersöz (Ed.), The 11th International INGED ELT Conference Proceedings (pp.59-65).
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Ed.), (pp. 392-431). New York: Macmillan.
Glickman, C.D., & Tamashiro, R.T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership 37, 459-464.
Kaya, S., Lundeen, C., & Wolfgang, C. H. (2010). Discipline orientations of pre-service teachers before and after student teaching. Teaching Education 21 (2), 157-169.
Kilimci, S. (2009). Teachers’ perceptions on corporal punishment as a method of discipline in elementary schools. The Journal of International Social Research 2 (8), 242-251.
Korthagen, F. A.J. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholae 5 (2), 31-50.
Kovalčíková, I. (2009). Analysis of the research on teacher`s perception of teaching in Slovakia. In: Teachers: identity and ethics of the profession in Italy, United States of America, Poland, Belgium, Cyprus, Libya, Slovakia, Turkey. Roma: Edizioni Kappa, pp. 71-76.
Nancy, K. M., Zenong, Y., & Beatrice, B. (1998, April 13-17). Classroom management training, class size and graduate study: Do these variables impact teachers’ beliefs regarding classroom management style. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
Ramos, L., Romi, S, Katz, Y. J., & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education 24, 715-724.
Tartwijk, J. van, Brok, P. den, Veldman, I., & Wubbels, T. (2009). Teachers’ practical knowledge about classroom management in multicultural classrooms. Teaching and Teacher Education 25, 453-460.
Weinstein, C. (1998). “I want to be nice, but I have to be mean”: Exploring prospective teachers’ conceptions of caring and order. Teaching and Teacher Education 14 (2), 153-163.
Young, B. N., Snead, D. & Sutarso, T. (2013). Perceptions of Discipline of Middle School Teachers, High School Teachers, Student Teachers, and Undergraduate Education Majors Enrolled in a Classroom Management Course. Retrieved February 01, 2013 from http://www.uscupstate.edu/uploadedFiles/academics/Education/perceptionsdiscipline.pdf
Zuckerman, J. T. (2000, April 24-28). Student science teachers’ accounts of a well-remembered event about classroom management. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.