The Art Association/Higher Education Partnership: Implementing Residential Professional Development

Charland, William

doi:10.3200/aepr.107.6.31-39

Cited by 3 publications

(4 citation statements)

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“…Classroom behaviour management is a crucial skill for teachers; however, teachers often report low confidence and being inadequately prepared for addressing student behaviour effectively. In-service professional learning has been shown to be an important element of addressing the research to practice gap, and a valued opportunity for teachers to fill the gaps in their knowledge and practice (Charland, 2006;Kretlow et al, 2011). This study aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management.…”

Section: Discussionmentioning

confidence: 99%

“…Baker, 2005;Giallo & Little, 2003;Nahal, 2010). In-service professional learning may benefit teachers in filling the gaps in knowledge and practice, and allow them to re-examine their beliefs and educational practices (Charland, 2006). Professional learning is also one important bridge from research to classroom implementation (Kretlow, Cooke, & Wood, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

Paramita¹,

Anderson

Sharma³

2020

AJTE

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Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

Paramita¹,

Anderson

Sharma³

2020

AJTE

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“…Iako je važnost edukacije prepoznata diljem svijeta, mnogi mladi učitelji svjedoče o nedovoljnoj pripremljenosti i slaboj podršci kolega i mentora u uspostavljanju pozitivnoga i učinkovitoga razrednog okružja (Baker, 2005;Oliver i Reschly, 2007;Stough i Montague, 2015). Uspješno upravljanje razredom zahtijeva kontinuirano profesionalno usavršavanje tijekom čitave učiteljske karijere jer tako učitelji usavršavanju svoja znanja, redovito prate nove znanstvene spoznaje i omogućuje im refleksiju vlastite prakse i uvjerenja (Charland, 2006). Istraživanje koje su provele Bilač i Miljković (2016) potvrdilo je kako refleksivna praksa ima pozitivan utjecaj na samoprocjenu ponašanja i zadovoljstvo poslom učitelja u upravljanju razredom i disciplinom.…”

Section: Uvodunclassified

“…Although the importance of education has been recognized worldwide, many young teachers receive insufficient training and weak support from colleagues and mentors in maintaining positive and efficient classroom environment (Baker, 2005;Oliver & Reschly, 2007;Stough & Montague, 2015). Successful classroom management requires continuous professional education throughout an entire teacher's career because in such a way they perfect their knowledge, regularly updating it with new scientific insights, and they have a possibility to reflect on their own practices and beliefs (Charland, 2006). A research done by Bilač and Miljković (2016) has confirmend the positive influence of reflexive practice on teacher self-assessment of behaviour and satisfaction with classroom discipline management.…”

Section: Introductionmentioning

confidence: 99%

Student Classroom Misbehavior: Teachers' Perspective / Neprimjerena ponašanja učenika iz perspektive učitelja

Vidić

2022

Croatian Journal of Education

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Student misbehaviour entails all student behaviour which impedes the conduction of classes and interrupts the teaching-learning process. Previous research on the topic indicates such student behaviour has negative consequences on student achievement and on the work and job satisfaction of teachers. This research aimed at examining which misbehaviours are perceived and to which measure by primary and secondary school teachers in Croatia, and the differences in these perceptions with regard to teachers’ self-efficacy and the type of school they work at. Moreover, teacher satisfaction with support, education, legislation, and their intention of leaving the profession were also explored. The results showed that the most frequent misbehaviour entails not following instructions and not paying attention during lessons. Self-efficient teachers perceive student misbehaviour less, wherein class teachers perceive it the least. In solving problems related to student misbehaviour teachers mostly rely on themselves and somewhat less on the help from expert associates, while they feel the most satisfied with the help provided by their colleagues. The teachers are generally dissatisfied with the existing legislation and most of them have not been educated in the field of classroom management in the course of their studies or in the form of additional professional training. Almost all the teachers consider teaching a demanding profession and more than one third of the participants would change their job if the opportunity arose. Key words: student misbehavior; self-efficacy; teachers; classroom management---Neprimjerena su ponašanja učenika sva ona koja ometaju rad u učionici i prekidaju proces učenja i poučavanja. Dosadašnja istraživanja ukazuju kako takva ponašanja učenika imaju negativne posljedice na postignuća učenika te na rad i zadovoljstvo poslom učitelja. Ovim se istraživanjem nastojalo ispitati koja neprimjerena ponašanja i u kojoj mjeri doživljavaju učitelji u osnovnim i srednjim školama u Hrvatskoj te razlike u tim percepcijama s obzirom na njihovu samoučinkovitost i vrstu škole u kojoj rade. Dodatno, ispitano je zadovoljstvo učitelja podrškom, edukacijom, zakonskim propisima te namjera odustajanja od posla. Rezultati su pokazali kako su najčešća neprimjerena ponašanja iz skupine nepraćenja uputa i nastave. Samoučinkoviti učitelji doživljavaju manje, a najmanje neprimjerenih ponašanja opažaju učitelji razredne nastave. U rješavanju problema učitelji se najviše oslanjaju sami na sebe, a nešto manje na pomoć stručnih suradnika, dok su najzadovoljniji pruženom pomoći svojih kolega. Učitelji su općenito nezadovoljni postojećim zakonskim propisima i većina njih nije tijekom studija i stručnoga usavršavanja imala edukacije iz područja upravljanja razredom. Gotovo svi učitelji smatraju kako je učiteljski posao zahtjevan, a više od trećine ispitivanih učitelja promijenilo bi posao ako bi za to imali priliku.Ključne riječi:neprimjerena ponašanja; samoučinkovitost; učitelji; upravljanje razredom

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Professional Development through Collaborative Inquiry for an Art Education Archipelago

Gates

2010

Studies in Art Education

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The Art Association/Higher Education Partnership: Implementing Residential Professional Development

Cited by 3 publications

References 5 publications

Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

Student Classroom Misbehavior: Teachers' Perspective / Neprimjerena ponašanja učenika iz perspektive učitelja

Professional Development through Collaborative Inquiry for an Art Education Archipelago

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