Classroom management styles: an analysis from the teaching activities

• Autor(a) principal: Baccon, Ana Lúcia Pereira
• Data de Publicação: 2015
• Outros Autores: Arruda, Sergio de Mello
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educativa (Online)
• Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/6713

This paper analyzes and interprets the action of high school Physics teachers in the classroom. Based on the definitions given by Gauthier (1998) and Tardif (2002), we elaborated reports about action of teachers, seeking to describe how they performed class and content management in their classes. Each report was constructed from interviews and recordings of classes of three Physics teachers from public schools in Londrina, Paraná, Brazil. The reports were later interpreted through an analysis tool that considers the management of the subject and management of the class as a managing relation with wisdom (CHARLOT, 2000) in a didactic system (CHEVALLARD, 2005). As a result, we point out that the management styles of the three teachers, whose classes were analyzed in this paper, correspond approximately to three management styles: focused on the content of the subject (gS), focused on the teaching practiced by the teacher (gP) or focused on students’ learning (gE). Thus, teachers may have three different general types of classroom management.   Keywords: Teacher education. Teacher knowledge.  Management Styles of teaching and learning.