Classroom Discipline and Teacher Education.

Autor/inn/en	Wesley, Donald A.; Vocke, David E.
Titel	Classroom Discipline and Teacher Education.
Quelle	(1992), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Discipline Problems; Early Childhood Education; Elementary Secondary Education; Higher Education; Literature Reviews; Methods Courses; Preservice Teacher Education; Program Descriptions; School Catalogs; Student Teachers; Surveys; Teacher Education Curriculum; Delaware; District of Columbia; Maryland + Suchen Sie Ihr Suchwort? Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Schulprogramm; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Survey; Umfrage; Befragung
Abstract	The study described in this presentation was conducted to survey the status of classroom discipline within the professional teacher education curriculum and to ascertain the perceptions of preservice teachers towards addressing discipline problems. Classroom discipline is examined in the following ways: (1) an analysis of contemporary literature; (2) an examination of selected national college and university catalogs to determine the availability of separate discipline courses; (3) an intensive survey of teacher training institutions in Delaware, Maryland, and Washington, D.C.; and (4) a poll of preservice teachers (N=250) who had just completed 14 weeks of student teaching. Results indicate that student teachers want more time to be spent on discipline maintenance during preservice training (various theories and methods are discussd); however, planning and methodology were found to supercede discipline in actual teaching. Four appendices include: (1) college and university catalogs examined; (2) institutions in the Maryland, Delaware, and Washington, D.C. survey; (3) a student teacher questionnaire; and (4) participants' responses. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC