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ERIC Number: ED215958
Record Type: RIE
Publication Date: 1981
Pages: 24
Abstractor: N/A
Reference Count: 0
Discipline. Beliefs of Student Teachers and Directing Teachers.
Etheridge, George W.; And Others
Three major schools of psychological thought about classroom discipline have been identified. Interventionists believe that student behavior is controlled by teachers through appropriate reward and punishment. Non-interventionists believe that students are masters of their destinies and have the innate capability of solving their problems. Interactionalists believe that the whole child can only be understood by the interrelationship of all parts (including external and internal events and environment). This study examined whether or not student teachers had a well developed, consistent set of beliefs about discipline and whether or not student teaching affected those beliefs. A group of student teachers completed the Beliefs on Discipline Inventory (BDI) prior to and immediately following their student teaching experience. The BDI is built around the three major schools of psychological thought and is designed for teachers to assess their own beliefs about classroom discipline. Teachers who directed student teachers during their field experience also completed the BDI. Analysis of data revealed that, at the beginning of the field experience, student teachers consistently ranked non-interventionist, interventionist, and interactionalist (in that order) as their most preferred model of discipline. At the end of their student teaching experience, a significantly larger number of student teachers chose the interventionist model. They also less often selected beliefs and techniques consistent with the non-interventionist and interactionalist models. After the teaching experience, there was little difference between the student teachers and their directing teachers in choosing the most preferred discipline model. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A