455 Slices
Medium 9781475819342

Using Role-Play and Case Studies to Improve Preservice Teacher Attitudes Toward Classroom Management

Teacher Education and Practice R&L Education ePub


ABSTRACT: Classroom management is a concern for preservice teachers (Charles, 2008). Teacher educators struggle to find the most effective ways to teach preservice teachers classroom management. Role-playing, combined with classroom management content, may offer a productive approach. As such, this study focused on the use of role-play with case studies to teach a classroom management course for preservice teachers. One dependent variable—namely, attitudes toward classroom management—was measured via an attitudes survey, the items of which corresponded to research on preservice teachers’ attitudes toward classroom management. The treatment group received instruction in classroom management that included role-play and case studies. The results found no significant difference between groups; however, there was a change in attitudes over time. Many implications are discussed.

Classroom management is a major concern for preservice teachers (Laut, 1999; B. P. Smith, 2000); consequently, many preservice teachers struggle with discipline issues and classroom management techniques. In a qualitative study that focused on two interns—specifically, preservice teachers who spent a year in the classroom, as opposed to the traditional 8 weeks—Key (1998) found that both participants had problems with the relaxed attitude toward discipline within their schools. The participants also thought that the discipline problems in the schools negatively affected their effectiveness as teachers (Key, 1998). Charles (2008) states that discipline is a primary concern of teachers and the public—one that does not seem to be declining. These concerns should be signs to the preservice teacher educator that the classroom management course is a priority in teacher education programs.

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Medium 9781475815894


International Journal of Educational Ref R&L Education ePub

John M. Jenkins

Our current literature and rhetoric abounds with the need to recast our public schools. Even the federal government and the state houses have gotten into the act. What previously was the province of the professional educators is now the parlance of the President and the governors. The national education goals adopted at the Charlottesville Summit are bold visions for a reality yet to be. They call for “radical changes” in the way we design and operate our schools. Their strategies are reminiscent of an earlier time in our nation’s history when innovation was in vogue.

The time was October 4, 1957 and America awakened to the news that the Russians had one upped the United States by placing a satellite in orbit around the earth. The Sputnik era had arrived and with it a clarion call to reform our schools. In response, an emphasis was placed on math and science, the tools to compete successfully in the cold war. Federal funds supported writing teams of college professors and classroom teachers to redesign curricula. Alphabet designators were used to describe math as SMSG (School Mathematics Study Group) and UICSM (University of Illinois Curriculum Study in Mathematics) and science as BSCS (Biological Science Curriculum Study), PSSC (Physical Science Curriculum Study), Chem Study and Chem Bond. The curricula were written to allow students to master the concepts and skills of the specific disciplines based on the notion that from mastery comes application.

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Medium 9781475819274

Dewey’s Theory of Reflective Thinking: A Needed Reality Check for Teacher Education

Teacher Education and Practice R&L Education ePub


ABSTRACT: An underexamined yet critical aspect of any theory of reflective thinking is its ontological foundations—the view of reality that it embraces. This article makes an argument that realist assumptions, such as those advanced by John Dewey, provide a basis for teacher learning superior to theories of teacher reflection resting on nonreal foundations. Dewey’s theory of reflective thinking is explicated with an emphasis on his theory of reality. Implications for teacher education are discussed.

An underexamined yet critical aspect of any theory of reflective thinking is its ontological foundations—the view of reality that it embraces. Most discussions of teacher reflection focus on epistemological issues—that is, how knowledge is generated or how knowledge claims can be made. Schön’s quest in The Reflective Practitioner (1983) for a new epistemology of practice may have contributed to this emphasis. Theoretically, teacher educators have ignored or only tacitly dealt with the question of what there is to learn through reflective thinking, the ontological problem. This article makes an argument that realist assumptions, such as those advanced by John Dewey, provide a basis for teacher learning superior to theories of teacher reflection resting on nonreal ontological foundations. Although Deweyan reflection aims at connection making or meaning making (Rodgers, 2002), a closer look at the ontological side of his theory reveals that it is more precisely aimed at finding out what things mean.

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Medium 9781475819359

The Role of Faculty in Global Society: Carving Out the Public Purpose of Our Work

Teacher Education and Practice R&L Education ePub



ABSTRACT : This qualitative analysis investigates the role of tenure-track faculty at Towne University (pseudonym), a regional institution with a long-standing public service mission. Towne has played an important role in the production and continued development of teachers for local schools through extensive K–20 collaboration. Recently, however, Towne embarked on a new mission: Tier 1 status. This shift imposes new standards for faculty work, challenging the tradition of K–20 engagement. World systems theory and new institutionalism are merged to explain why Towne University seeks Tier 1 status. The structural explanations are injected with theories of agency as the perception, experience, and reaction of tenure-track faculty are explored. We find that through negotiation and dissent, faculty engage the structural impositions placed on their work. They manage to satisfy organizational demands yet remain committed to Towne’s K–20 tradition. By straddling personal commitment and larger, structural, organizational demands, faculty dissenters and negotiators redefine the role of faculty.

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Medium 9781475819243

The Relationship Between Preservice Teachers’ Reading Ability and Their Achievement on Teacher Certification Examinations

Teacher Education and Practice R&L Education ePub


ABSTRACT: Graduates of teacher education programs throughout the nation must pass state-mandated standardized paper-and-pencil exit tests to become certified teachers. This study examines the relationship between the reading levels of preservice teachers enrolled in a south Texas university and their scores on the Texas Examinations of Educator Standards–Pedagogy and Professional Responsibilities exam. The validity of determining one’s teaching effectiveness through standardized testing is examined in light of the emphasis that this process places on the test taker’s reading abilities. Implications for teacher educators in response to the gatekeeping process of certification examinations for entry into the teaching profession are discussed.

Teaching has been described as “a science that is implemented by artists” (Wilen, Ishler, Hutchison & Kindsvatter, 2000, p. 6). This personal, relationship-driven aspect of teaching is developed and assessed in university teacher education programs. Teacher educators emphasize these highly important personal attributes and skills needed for effective teaching. Yet, ultimately, the conferring of certification for teaching hinges on state-mandated standardized testing.

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