Classroom management of pre-service and beginning teachers:  From dispositions to performance

Junker, Robin; Gold, Bernadette; Holodynski, Manfred

doi:10.51383/ijonmes.2021.137

Cited by 12 publications

(11 citation statements)

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“…Notably, classroom management and strategies remain to be one of the imperative things that teachers need. This is supported by Junker et al (2021) who made mention about beginning teachers lacking classroom management competence. In their study, beginning teachers were found to be least prepared in effective classroom management.…”

Section: " (T9) "Ways Of Handling the Gen Z Learners Better And Susta...mentioning

confidence: 86%

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Janer,

Azarias

2024

IJRSE

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Continuous professional development programs play an essential role in developing competency of teachers, because of their positive impact to students' academic achievement.Professional Development program is aimed at equipping teachers with the necessary knowledge and skills to make them efficient, effective and successful in their job. While the importance of continuous professional development is recognized, more investigations are needed to describe and identify the current professional practices and needs of teachers as bases in crafting an effective professional development program. In such perspectives, this study was conceptualized. Through the interviews, the study produced extended texts as a result of transcribing the interview recordings. Thorough text's thematic analysis on professional development practices led to the discovery of important three themes dubbed as ACE: Attending Professional Activities, Collaborating with Colleagues, and Enrolling Graduate Studies. These themes emphasized the professional development practices of teachers. Furthermore, this study discovered the professional development needs of teachers as revealed by the thematic analysis of the gathered data, dubbed as the 5S of teachers. These needs are focused on having intensive trainings on strategies in Integrating Information and Communications Technology (ICT) to pedagogy, strategies on classroom management, skills in communication, strategies in localizing instruction, and skills in writing research. Finally, the study concludes that undergoing ACE will address the identified 5S. In such light, the localized primer developed may be used to crafting and implementing professional development programs thereby enhancing teachers' competency that will ultimately pave the way for transformative teaching practices, enriched learning experiences, and empowered students.

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Section: " (T9) "Ways Of Handling the Gen Z Learners Better And Susta...mentioning

confidence: 86%

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Janer,

Azarias

2024

IJRSE

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“…Firstly, it affords an invaluable opportunity to scrutinize and subsequently augment the competencies of PTs in the conveyance of information, both in asynchronous video lectures and traditional classroom settings. Research indicates that, as PTs progress in their professional trajectory, there is a propensity to prioritize classroom management skills over the refinement of information delivery techniques (Junker et al, 2021). This often results in a diminished focus on honing the skills necessary for effective knowledge transmission (e.g.…”

Section: Comparing Body Movement and Pointing In Teaching Between Pts...mentioning

confidence: 99%

A non‐verbal teaching behaviour analysis for improving pointing out gestures: The case of asynchronous video lecture analysis using deep learning

Yoon,

Kang,

Kim

2023

Computer Assisted Learning

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BackgroundResearch into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre‐service and in‐service teachers (ITs).ObjectivesThis research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre‐service teachers (PTs) and ITs within asynchronous online videos.MethodsAsynchronous video lectures from four pre‐service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught.ResultsThe findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject‐specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination.Conclusions and DiscussionThis study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject‐specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours.

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“…According to Junker et al (2021), Classroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement.…”

Section: (Ti9)mentioning

confidence: 99%

Coping Strategies of BEED Teaching Interns During Classroom Demonstration

Duldulao,

Naparan,

Remotigue

et al. 2023

edu

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Prospective teachers usually conduct classroom demonstrations during a teaching internship for one semester. Thus, teaching interns then perform actual teaching among students at varying grade levels. This study investigated the challenges and coping strategies of BEED teaching interns in the western part of the Philippines. In this study, the researchers employed a single-case study model method of Sharan B. Merriam. Triangulation of data was also employed to validate the results of the study. They gathered the data through one-to-one interviews with BEED teaching interns who conducted classroom demonstrations on-campus and off-campus, four corresponding cooperating teachers, and the instructor of the research participants. Following the data analysis of Braun and Clarke (2008), the results revealed that these teaching interns experienced different challenges. These challenges involved difficulty in classroom management and difficulty in creating learning objectives. However, they showed positivity in their performance and applied the right coping strategies to lessen their burden. Among these coping strategies were using effective classroom management strategies, being confident, and asking assistance from their cooperating teacher to cope with those challenges. Through these experiences, teachers learned to adjust and cope with their challenges. Thus, they became better teaching interns. These findings are original and contribute to the plans and programs of the Commission of Higher Education in broadening the knowledge and developing the skills for improving student teacher’s academic success.

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Classroom management of pre-service and beginning teachers: From dispositions to performance

Cited by 12 publications

References 0 publications

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

A non‐verbal teaching behaviour analysis for improving pointing out gestures: The case of asynchronous video lecture analysis using deep learning

Coping Strategies of BEED Teaching Interns During Classroom Demonstration

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