Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/investigacaoeducacional.2019.5300 |
Resumo: | Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs. |
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Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom managementDa gestão da sala de aula à aprendizagem: o uso da fenomenografia na análise das conceções de gestão de sala de aula dos formandosClassroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.A gestão de sala de aula é uma área central no curriculum dos programas de formação de professores. As conceções dos formandos sobre o papel do professor enquanto líder são mais vezes fundadas em experiências e intuições pessoais e influenciadas pelo contexto cultural do que cientificamente fundamentadas. Este estudo examina as conceções de gestão da sala de aula de um grupo multicultural de 44 formandos inscritos num programa de formação profissional em contexto universitário. O estudo visa compreender os padrões de variância em relação ao objetivo e à relevância do objeto em estudo. Compara a) os padrões de variância relativamente às conceptualizações dos aprendentes sobre a gestão de sala de aula e b) as mudanças ocorridas após a frequência do curso. A investigação adotou como enquadramento conceptual uma abordagem fenomenográfica. A principal fonte de recolha de dados é constituída por textos redigidos pelos participantes no início e no final do curso. Os resultados evidenciam mudanças na compreensão das conceções de gestão da sala de aula ocorridas entre o início e o final do curso. As preferências iniciais por modelos disciplinares deram lugar a conceções promotoras da gestão da sala de aula como parte integrante do processo de aprendizagem. Os participantes expressaram um apoio crescente a sistemas de gestão da sala de aula inclusivos, contemplando apoios e intervenções de natureza comportamental, social e académica.Universidade Católica Portuguesa2019-01-01T00:00:00Zjournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2019.5300oai:ojs.revistas.ucp.pt:article/5300Revista Portuguesa de Investigação Educacional; n. 19 (2019): Educação, inclusão e sucesso para todos; 257-2802182-46141645-400610.34632/investigacaoeducacional.2019.n19reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/5300https://doi.org/10.34632/investigacaoeducacional.2019.5300https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/5300/5784Direitos de Autor (c) 2019 Ana Maria Correiahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCorreia, Ana Maria2022-05-24T16:54:58Zoai:ojs.revistas.ucp.pt:article/5300Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T14:57:59.774565Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management Da gestão da sala de aula à aprendizagem: o uso da fenomenografia na análise das conceções de gestão de sala de aula dos formandos |
title |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management |
spellingShingle |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management Correia, Ana Maria |
title_short |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management |
title_full |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management |
title_fullStr |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management |
title_full_unstemmed |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management |
title_sort |
Classroom management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management |
author |
Correia, Ana Maria |
author_facet |
Correia, Ana Maria |
author_role |
author |
dc.contributor.author.fl_str_mv |
Correia, Ana Maria |
description |
Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01T00:00:00Z |
dc.type.driver.fl_str_mv |
journal article info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/investigacaoeducacional.2019.5300 oai:ojs.revistas.ucp.pt:article/5300 |
url |
https://doi.org/10.34632/investigacaoeducacional.2019.5300 |
identifier_str_mv |
oai:ojs.revistas.ucp.pt:article/5300 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/5300 https://doi.org/10.34632/investigacaoeducacional.2019.5300 https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/5300/5784 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2019 Ana Maria Correia http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2019 Ana Maria Correia http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
dc.source.none.fl_str_mv |
Revista Portuguesa de Investigação Educacional; n. 19 (2019): Educação, inclusão e sucesso para todos; 257-280 2182-4614 1645-4006 10.34632/investigacaoeducacional.2019.n19 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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