成为称职的课堂管理者:职前教师教育课程的个案研究

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2022-03-16 DOI:10.1080/10476210.2022.2048646

Ana M. Velásquez, Diego F. Mendoza, Sanjay K. Nanwani

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引用次数: 1

摘要

课堂管理是新手教师面临的主要挑战之一。我们将CM定义为教师为营造促进学生学术和社会情感能力（SEC）的课堂氛围而采取的一系列行动。本研究是对哥伦比亚一所私立大学的教学教育本科生项目中学生CM课程创新的评估性案例研究。具体而言，我们研究了一套教学策略（即积极学习和反思性期刊）在培养职前教师的SEC、CM自我效能感和非控制性学科信念方面的潜力。定量和定性分析的结果表明，积极学习和反思性期刊有潜力为职前教师应对CM的挑战做好准备。

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Becoming a competent classroom manager: A case-study of a preservice teacher education course

ABSTRACT Classroom management (CM) is one of the major challenges faced by novice teachers. We define CM as the set of actions that teachers undertake to build a classroom climate that promotes students’ academic, and socioemotional competence (SEC). This study is an evaluative case study of an innovation in a CM course for students, in a teaching education undergraduate program at a private University in Colombia. Specifically, we examined the potential of a set of pedagogic strategies (i.e. active learning and reflective journals) to develop preservice teachers’ SEC, CM self-efficacy and non-controlling discipline beliefs. Results from quantitative and qualitative analyses showed the potential that active learning and reflective journals have to prepare preservice teachers for the challenges of CM.

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.