teachers' beliefs about classroom management
abstract
study group : 4 teachers at the primary-junior level in 2 elementary schools in northwestern ontario. this study begins with questions about teachers’ beliefs regarding classroom
management and the importance of investigating this aspect of teaching. qualitative
research methods are utilized, including semi-structured and taped interviews, informal
and formal observations, and field notes. four teachers at the primary/junior level
represent the participants. data collection took place at two elementary schools within
one school board in northwestern ontario. data analysis and interpretation were ongoing
throughout the research process.
the findings reveal that the participants believe in respect, and the notion that
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’ needs must come first. they have developed their beliefs about classroom
management through life experiences, professional reading, and professional
development. above all, classroom experience has shaped their beliefs and developed
the strategies they currently use, which are as varied as the situations require them to be.
aspects o f their beliefs and strategies about classroom management have changed since
they began teaching. participants identified change as being a necessary part of becoming
an effective classroom manager, whether it occurs as a result of learning experiences, or
gaining knowledge through professional development.
collections
- retrospective theses [1604]