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ERIC Number: EJ883160
Record Type: Journal
Publication Date: 2010-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-1047-6210
Discipline Orientations of Pre-Service Teachers before and after Student Teaching
Kaya, Sibel; Lundeen, Cynthia; Wolfgang, Charles H.
Teaching Education, v21 n2 p157-169 Jun 2010
This study examined the classroom discipline orientations of pre-service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full-time student teaching experience, pre-service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers' preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship-Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre-service teachers in classrooms. The results of the study suggest that teacher education programs can help pre-service teachers transition more smoothly into classroom teaching by providing a school-university partnership as well as more lessons and advice on handling specific classroom management situations. (Contains 2 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A