Pre-Service Teachers' Episodic Memories of Classroom Management

Autor/in	Balli, Sandra J.
Titel	Pre-Service Teachers' Episodic Memories of Classroom Management
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 2, S.245-251 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.08.004
Schlagwörter	Classroom Techniques; Preservice Teacher Education; Preservice Teachers; Teacher Effectiveness; Teacher Education Curriculum; Recall (Psychology); Student Experience + Suchen Sie Ihr Suchwort? Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Abberufung; Studienerfahrung
Abstract	This study focused on past excellent teachers' classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers' memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to explore memories that did not fit a particular model. Results indicated that pre-service teachers related episodes that clustered on establishing rules, but were less likely to relate experiences based on other strategies such as withitness, smooth transitions, or formal classroom meetings. Implications for teacher education are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10