Pre-service teachers’ episodic memories of classroom management

Balli, Sandra J.

doi:10.1016/j.tate.2010.08.004

Cited by 43 publications

(58 citation statements)

References 7 publications

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“…She expands on the reflections of her biology teacher's enthusiasm to cover her view of ideal teacher in general (see e.g., Helterbran, 2008;Minor et al 2000Minor et al , 2002Mensah, 2011). Similarly to the findings of Minor et al (2000Minor et al ( , 2002 and more recently, Balli (2011), Kaarina concludes that a teacher's enthusiasm can promote good behaviour in class. However, since this one positive memory is so substantial for her, it seems to overshadow all the other positive memories from her reflections on the ideal teacher.…”

Section: Discussionmentioning

confidence: 90%

“…Many earlier studies have recognized that pre-service teachers (PSTs) carry memories, experiences and beliefs formed during their time at school with them when they commence teacher education (Balli, 2011;Bryan, 2003;Feiman-Nemser & Buchmann, 1985;Knowles, Cole & Presswood, 1994;Korthagen, 2004;Lortie 1975, Lutovac & Kaasila, 2011Pajares 1992;Wall, 2016). Memories, recollections, life histories, narratives, and experiences are often used interchangeably, and they relate and influence PSTs' views about teaching (Holt-Reynolds, 1992;Miller &Shifflet, 2016;Pajares, 1992).…”

Section: Introductionmentioning

confidence: 99%

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The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

Pellikka

Lutovac

Kaasila

2018

NorDiNa

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Literature acknowledges that pre-service teachers' memories of their past might influence how they see their future as teachers, and thus on the construction of their teacher identity. However, we know little about the nature of the relation between pre-service teachers' views of the ideal teacher and their memories of their own school teachers, particularly regarding specific subject disciplines, such as biology and geography. This study addresses the significance of this relation. Narratives from three pre-service elementary teachers reveal that positive memories of biology and geography teachers and future-oriented reflection connect their past and the ideal teacher. The findings suggest that just one positive memory can have far-reaching significance. In addition, their views of the ideal teacher were found not to be subject-specific. Finally, suggestions for teacher education are presented. Raimo Kaasila (PhD) is a professor of teacher education in the Faculty of Education, University of Oulu. His main research areas are pre-service teachers' beliefs and identity formation during teacher education, as well as affective domain and the use of narrative and rhetorical methods in teacher and mathematics education. ANNE PELLIKKA

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Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

Pellikka

Lutovac

Kaasila

2018

NorDiNa

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“…The preserviceteachers' episodic memories are important in the research literature of teachers' education and training (Balli, 2011). The aim of the study presented here was to investigate the school year memories that first and fourth year student teachers have, along with the differences between them.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2015

International Journal of Education and Practice

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Highlights: Explores the main thematic areas of student teachers' early episodic memories from their past school years.  Student teachers' episodic memories are rich and vivid and offer a valuable material for exercising in imagination new practices and methods.  University training has an impact in the organization of student teachers' episodic memoriesKeywords: Episodic memories, Student teachers, Mixed-method approach, Teachers' memories, Teachers' education. Contribution/ OriginalityThis study contributes in the (scarce) existing research concerning the episodic memories of student-teachers, concerning their past experiences as students. Our research, as bringing autobiographical memories material, contributes to our better understanding of student teachers' attitudes, fosters ideas in shaping effective teachers' training curricula and enables intercultural comparisons.

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“…Many researchers in the field of CM and related topics refer repeatedly to the fact that many teacher students have formed their basic beliefs about the way to teach and how to deal with people within the school context by observing their own teachers (Balli, 2011;Blömeke, Buchholtz, Suhl, & Kaiser, 2014;Brouwer & Korthagen, 2005;Hattie, 2009;Jones, 2006;Löfström & Poom Valickis, 2013;Stoughton, 2007).…”

Section: What Do Teacher Students Know About Cm?mentioning

confidence: 99%

Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?

Steins¹,

Wittrock²,

Haep³

2015

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Classroom Management (CM) comprises broad knowledge and skills of teachers. Since CM has been only given little proportion in teacher education, knowledge about the relevance and usefulness of CM contents (CMC) is important. We want to contribute to the knowledge about relevant CMC with four studies. These studies explore the following research questions: Which CMC are needed? What is possible? Are CMC useful for teaching at school? All studies are carried out with the participation of teacher students. In Study 1, we explore the baseline of Classroom Management Knowledge (CMK) of teacher students to deal with challenging situations (N = 158). Study 2, we explore the CMK baseline of teacher students and examines whether CMK which is acquired in a classical seminar can lead to an increase in CMK (N = 17; T1, T2). In Study 3, CMK is validated: How does it affect the practical knowledge of teacher students (N = 58; T1, T2) when facing challenging situations? Finally, we examine the question of Study 4 that asks whether CMK in the classroom can be converted into skills at school (N = 13). The results show that a significant increase in CMK is acquired through a seminar; but the acquired knowledge is very unlikely to be transferred without an intense, long lasting and supportive training of skills. The relevance of these findings is critically related to teacher education.

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Pre-service teachers’ episodic memories of classroom management

Cited by 43 publications

References 7 publications

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

Untitled

Contents of Classroom Management: What Is Necessary, What Is Possible, How Is It Done at School?

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