Beginning secondary school teachers’ perceptions of pupil misbehaviour in Spain

Determinantes individuais e organizacionais na percepção de indisciplina em sala de aula. Um estudo transcultural

“…De acordo com a literatura especializada (e.g., Chiu & Chow, 2011;Ding, Li, Li, & Kulm, 2008;Kyriacou & Martin, 2010), um factor fundamental que parece ter influência ao nível da indisciplina e suas definições é a cultura do país. Esta diz respeito a um conjunto de factores envolventes da organização escolar, que incluem a restante comunidade educativa, tais como valorização do ambiente escolar, valorização social dos professores, contribuição da comunidade para a escola, entre outros.…”

Self-predicted classroom behaviour without external controls: Imagining a ‘Lord of the Flies’ scenario

“…This finding is a stark contradiction to the large body of research reporting that students misbehave frequently, and the perception that student misbehaviour is a significant problem in schools. The contradiction may have been caused because teachers do not equate student irresponsibility with student misbehaviour, particularly the misdemeanours which represent the large proportion of misbehaviour (Ding et al, 2008;Kyriacou, 2010;Kyriacou & Ortega Martin, 2010;Leung & Ho, 2001;Little, 2005;Merrett & Wheldall, 1984;Poulou & Norwich, 2000;Shen et al, 2009;Wickman, 1928). On the other hand, the contradiction may have been caused because misbehaving students act responsibly in response to the imposition of external controls, therefore creating the fac¸ade of actually being responsible.…”

“…In fact, studies from around the world have reported that teachers spend significant amounts of instructional time managing student misbehaviour, the most common forms of which include misdemeanours such as talking out of turn and inattention (Ding, Li, Li, & Kulm, 2008;Kyriacou, 2010;Kyriacou & Ortega Martin, 2010;Leung & Ho, 2001;Little, 2005;Merrett & Wheldall, 1984;Poulou & Norwich, 2000;Shen, Zhang, Zhang, Caldarella, Richardson & Shatzer, 2009;Wickman, 1928). For example, primary school teachers in Australia and China have reported spending 25% (Hart, Wearing, & Conn, 1995) and 14.5% (Shen et al, 2009) of their instructional time managing student behaviour, respectively.…”

“Silence Does Not Sound the Same for Everyone”

“…Emerging concern around student teacher development and behavior in classrooms has increased in the past 5 years across a wide range of national contexts (Atici 2007;Barker, Yeung, Dobia, & Mooney, 2009;Ben-Peretz et al, 2011;Hammond-Stoughton, 2007;Kyriacou & Martin, 2010;McNally, I'anson, Whewell, & Wilson, 2005;Wubbels, 2011). Schleicher (2011) reporting on the Organisation for Economic Co-operation and Development's (OECD) research into teaching and learning across 23 countries found that concerns around behavior were evident in most head 495052S GOXXX10.1177 1 University of Edinburgh, UK teacher responses and was a concern while teachers themselves were seeking help in approaching behavior management.…”

“…It is also helpful to acknowledge the significance of schools and teacher approaches to behavior and relationships in the classroom for pupil engagement or deviance from any norms in place. The power imbalance inherent in this schooling context between teacher and pupil (student), as well as student teacher and experienced teacher, underlines the need to engage critically with the ways in which teachers approach behavior and relationships in the classroom and the role that teacher education may play in supporting early teacher development (Kyriacou & Martin, 2010).…”