10 SES 03 C, Research on Programmes and Pedagogical Approaches in Teacher Education
The practicum is an integral part of teacher education and has been studied from a variety of perspectives as Thomas (2017) stated. Teaching practicum is also important to bridge the gap between what student teachers have learnt in the program and the reality of teaching practice in schools, according to Darling Hammond (2006; cited in Sulistiyo, Mukminin, Abdurrahman & Haryanto, 2017). In this context, teachers play a crucial role in helping people to develop their talents and fulfill their potential for personal growth (Kumar & Kaware, 2014).
In a study conducted by Mebratu (2013), participants observed that classroom teachers face the challenges of excessive workload, meeting the needs of too many students in need of support, lack of resources, classroom management, changes in curricula and policies, and meeting the needs of diverse students.
Classroom management is an important element of pre-service teacher training and in-service teacher behavior (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008). However, as Veenman (1984) argues, beginning teachers in their early years face the problems of classroom discipline, motivating students and dealing with individual differences. This suggests that pre-service teachers are provided with experiences about these problems in their practicum process. This study mainly focuses on pre-service teachers’ perceptions of their teaching experiences in terms of classroom management during teaching practice.
This study has been conducted qualitatively. The purpose of qualitative research is to understand the perspectives/experiences of individuals or groups and the contexts in which these perspectives or experiences are situated (O’Brien, Harris, Beckman, Reed & Cook, 2014). Stucky (2013) also states that it is essential to understand the individual's belief, attitude, motives, demands, or obstacles in qualitative research. Twenty-two pre-service teachers from a state university in Turkey participated in this study. They were enrolled in the Mathematics Teaching Programme at Education Faculty. The primary data collection tool used in the study was focus group interviews. The two following questions were asked to the participants: 1. What are your teaching experiences in terms of classroom management during teaching practice? 2. Could you please explain in detail an example of an event/situation you experienced regarding classroom management during teaching practice? The participants all volunteered to take part in the study since they had classroom management issues in their practicum process. Relevant quotes have been included in this paper as quoted words and phrases from research participants are a common feature of qualitative research reports (Sandelowski, 1994).
The results of the study revealed several points crucial for teacher education programs. The pre-service teachers stated that they learned many things including classroom management strategies from their experiences. They stated that they learned how to use time effectively, motivate both students and themselves, use learning theories in their courses, and arrange the classroom for students’ learning. They also emphasized that they learned how to solve problems or to think about the problems they encountered in the real classroom context. They provided some interesting anectodes in their own accounts. The findings can also enable teacher educators to discuss this issue in teacher education in different education systems.
Kumar, S. & Kaware, S.S. (2014) The Challenges and Quality of Teacher Education in India at Present in Indian Educational Scenario, Journal of Education & Social Policy, 1 (1). Mebratu, B. (2013) Challenges and encouraging educational practices: Observations from field experiences, Cultural and Pedagogical Inquiry, 5(2), 39-49. O’Brien, B.C.; Harris, I.B.; Beckman, T.J.; Reed, D.A. & Cook, D.A. (2014) Standards for Reporting Qualitative Research: A Synthesis of Recommendations, Academic Medicine, 89 (9). Sandelowski, M. (1994) Focus on qualitative methods. The use of quotes in qualitative research, Research in Nursing & Health, 17(6), 479-482. Simonsen, B.; Fairbanks, S.; Briesch, A.; Myers, D. & Sugai, G. (2008) Evidence-based Practices in Classroom Management: Considerations for Research to Practice, Education and Treatment of Children, 31, (3). Sun, R.C.F. & Shek, D.T.L. (2012) Student Classroom Misbehavior: An Exploratory Study Based on Teachers’ Perceptions, The Scientific World Journal, Volume 2012, Article ID 208907, 8 pages. Thomas, L. (2017) Self-Study and Practicum Learning, Studying Teacher Education, 13,2, 123-126, DOI: 10.1080/17425964.2017.1342345. Veenman, S. (1984) Perceived Problems of Beginning Teachers, Review of Educational Research, 54(2):143-178.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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