Discipline orientations of pre‐service teachers before and after student teaching

Re-Visiting the Theory and Practice Gap through the Lens of Student Teacher Dilemmas

“…Almost half of the participants experienced a dilemma related to classroom and misbehaviour management. Furthermore, in relation to management, a majority of the student teachers perceived an incongruity between what they learned in university-based courses and actual classroom teaching they observed and experienced, a finding which corroborates previous studies (Flores, 2006;Kaya, Lundeen, & Wolfgang, 2010;Stoughton, 2007).…”

From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs

“…School-based experiences appear to be pivotal in belief change during TE programmes (e.g. Kaya, Lundeen, and Wolfgang 2010;Nettle 1998;Ng, Nicholas, andWilliams 2010, Richardson 2003). Adoption of such TE pedagogical approaches that address beliefs can result in critical engagement by pre-service teachers with their learning.…”

Searching for the Golden Rule: A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools

“…When describing hypothetical examples about respect or beliefs about respect in the classroom, both teachers’ responses focused on the role of the teacher and the role of the student in the classroom. These “roles” reflected the typical, hierarchical novice view of the classroom, where roles are clearly and professionally demarcated into teachers and learners, authority and students (Kaya et al, 2010). As Ms. Sanford succinctly stated, “It’s a teacher’s job to teach and a student’s job to learn.”…”