A New Look at Preservice Teachers' Conceptions of Classroom Management and Organization: Uncovering Complexity and Dissonance

Are They Ready? Final Year Pre-service Teachers' Learning about Managing Student Behaviour

“…But it is also seems reasonable to suggest those strategies that attracted the highest frequencies in Table 2 were at the forefront of their thinking about what constitutes effective behaviour management when having to be selective in making written responses on the survey. This finding is congruent with those of Kaufman & Moss' (2010) who found little evidence that final year pre-service teachers made connections between managing student behaviour, fostering student independence and pre-emptive classroom organisation. They concluded 'that although a significant number of respondents identified behavior management as a concern, they may not have yet made a clear connection between their concerns and how to address them through professional strategies and proactive work' (p.128).…”

“…The qualitative data were intended to provide a 'holistic picture, formed with words' (Creswell, 1994, p.2) The themes identified through this process can be seen in Table 2. In reporting key themes, any category containing three or more responses was counted as a reportable pattern (as per Kaufman & Moss, 2010). A judgment was then made about which of the seven MCEETYA best practice principles (described above) best incorporated each theme and that is also indicated in Table 1.…”

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

“…This interest in teachers' beliefs is consistent with the pivotal role of the teacher in the contemporary curricula (see for example The Kindergarten Curriculum, Pedagogical Institute: 2011) in organising challenging learning contexts and shaping children's behavioral and academic profiles in the classroom. However, it is documented that prospective teachers are more oriented to authoritarian management styles that use a lot of extrinsic motivation practices especially penalties and restrictions (Kaufman & Moss, 2010; Kaya, et al, 2010;Witcher, et al, 2008) reporting that traditional methods are more effiecient not only in the academic domain but also with regard to discipline issues (Witcher, et al, 2008). These studies are in line with earlier findings showing that prospective teachers become more custodial and bureaucratic by the end of their student teaching experience (Hoy, 1967;Hoy & Rees, 1977;Roberts & Blankenship, 1970).…”

What Did They Take Away?: Examining Newly Qualified U.S. Teachers’ Visions of Learning and Teaching Science in K-8 Classrooms

“…A small handful of studies (Adams & Krockover, 1997;Simmons, et al, 1999) have specifically looked at connections between sec ondary science teacher preparation program experiences and new teacher enactment in the classroom. Additionally, there is much research about new teacher beliefs (Kaufman & Moss, 2010;Luf, Roehrig & Patterson, 2003) and ways those beliefs play out during induction years. I was unable to find any research specific to newly qualified teachers, afer graduation, but before they begin teaching.…”

“…There is a substantial body of knowledge about pre-service teacher beliefs during their course work ( Jones & Carter, 2007;Kaufman & Moss, 2010;Luf, Roehrig, & Patterson, 2003;Richardson, 2003). However, there is little research about the transition from student to teacher, because as Luf (2007) points out there is a dearth of appropriate transition programs for new teachers.…”