The Effect of Practicum on the Discipline Orientations of Pre-service Teachers
Yükleniyor...
Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
International Online Journal of Education and Teaching
Erişim Hakkı
Özet
This study aimed to examine the classroom discipline perceptions of pre-service language teachers both before and after the student teaching experience. Before going to their practice schools and immediately after completing their full-time student teaching experience, pre-service teachers (N = 104) from three state universities in the Turkey completed a discipline belief questionnaire identifying their preferred model of classroom discipline. The results indicated that although the student teaching experience in practice schools increased beginning teachers’ preferences from a humanistic discipline model to a more assertive discipline model, this increase is not significant. These results show that the student teaching experience does not create a difference in previous perceptions and beliefs of pre-service teachers. The results of the study also suggest that student teachers’ preconceptions regarding the profession will not change despite the practical experience gained during practicum.
Açıklama
Anahtar Kelimeler
Classroom management, Discipline, Pre-service teacher, Practicum experience
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Göksu, A.; Büyükkarcı, K.; Genç, B. " The Effect of Practicum on the Discipline Orientations of Pre-service Teachers"
