Facilitating Classroom Management Development in Teacher Education

Autor/in	Kwok, Andrew
Titel	Facilitating Classroom Management Development in Teacher Education
Quelle	In: Educational Forum, 87 (2023) 1, S.105-121 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.2048758
Schlagwörter	Preservice Teachers; High School Teachers; Classroom Techniques; Preservice Teacher Education; Knowledge Level; Teacher Competencies; Instruction; Comprehension; Attention; Student Behavior; Interpersonal Relationship; Lesson Plans; Planning + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Wissensbasis; Lehrkunst; Teaching process; Unterrichtsprozess; Verstehen; Verständnis; Aufmerksamkeit; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess
Abstract	This study investigates the development of high school pre-service teachers' knowledge in classroom management. Data were collected from their classroom management plans, which were submitted at the beginning of one preparation course and revised at the end. This course provided extensive instruction, practice, and assignments incorporating key classroom management strategies. Analyses indicate how focusing on certain aspects of classroom management aids in knowledge development. Findings have implications for strengthening classroom management curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01