Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies

Reupert, Andrea; Woodcock, Stuart

doi:10.1016/j.tate.2010.03.003

Cited by 99 publications

(93 citation statements)

References 43 publications

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“…The in-service teachers tended to use more types of strategies to begin and end lessons, more variety of tools and techniques and in a more versatile and flexible way. Similar findings were found in other studies such as Reupert and Woodcock (2010); Ünal and Ünal (2012);and Ragawanti (2015). These differences can be explained by the stages of teacher development theories (Wright, 2005).…”

Section: Discussionsupporting

confidence: 91%

“…Some students were affected from the experience positively while others had lower self-confidence and self-efficacy afterwards. In another study, a survey form is delivered to the pre-service teachers to investigate their use, confidence, and success in various classroom management strategies (Reupert & Woodcock, 2010). According to the findings, the pre-service teachers were able to use low-level corrective strategies although they believed that preventive strategies are more successful strategies.…”

Section: Classroom Managementmentioning

confidence: 99%

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Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

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Section: Discussionsupporting

confidence: 91%

Section: Classroom Managementmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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“…Similarly, Chen (1990, as cited in Kyriacou, 1993) found that student teachers usually start their training with humanistic ideals but after a block of teaching practice and working alongside teachers, highlight the difficulties in working in the 'real world of school' and gravitate to more behavioural approaches. Similarly, Reupert and Woodcock (2010) found that while student teachers found preventative approaches to be the most successful, they predominately employed mostly corrective strategies when addressing behavioural issues in the classroom.…”

Section: Discussionmentioning

confidence: 97%

Using Online Blogs to Develop Student Teachers’ Behaviour Management Approaches

Reupert¹,

Dalgarno

2011

AJTE

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“…At the before-INSET course, the participants prefer that 5 out of 7 items including the Items 6, 7, 9, 13 and 18 meet the participants INSET needs to the highest level while 1 of the items meets their INSET needs to a higher level and 1 of them meets their needs to middle level. According to Reupert and Woodcock (2010), in-service teachers utilize classroom management practices in which they feel confident in applying even if some other strategies have been shown to be more effective. It was acknowledged that teachers begin the program with the high expertise in their field of teaching and a desire to deepen their knowledge (Ilisko, 2007).…”

Section: Discussionmentioning

confidence: 99%

A Suggested In-service Training Model Based on Turkish Preschool Teachersí Conceptions for Sustainable Development

Kabadayı

2016

Journal of Teacher Education for Sustainability

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Nowadays, teacher professionalization has been upgrading and the status, training and working conditions of teachers have received a great deal of interest for sustainable education. It is recognized that if teachers are equipped with adequate professional knowledge and personal practical knowledge, they will become active curriculum planners at schools ñ and will have the potentials to transform from ìcookî to ìchefî in teaching. Therefore, in-service training of teachers is one of the most effective ways of sharing professional experiences and a medium of sustainable education in the society. Based on the existing literature, the present study was conducted to investigate the preschool teachersí needs about in-service training courses (INSET) to suggest an effective INSET model based on their INSET needs assessment for sustainable education in a Turkish setting. A questionnaire consisting of fixed-response, open-ended and Likertstyle questions was administered to preschool teachers (n=133) currently working in Tokat, one of the vicinities of Turkey, to obtain information about their background characteristics and to determine their conceptions and needs for INSET for sustainable education. The study comprises two steps. As a first stage, socio-demographic structures of the INSET participants are analyzed in respect to different variables. In the second stage, the preferences of the INSET participants are analyzed regarding before in-service training, while in-service training and after in-service training process.

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Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies

Cited by 99 publications

References 43 publications

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Using Online Blogs to Develop Student Teachers’ Behaviour Management Approaches

A Suggested In-service Training Model Based on Turkish Preschool Teachersí Conceptions for Sustainable Development

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