Early professional development in the Scottish context: Pre-service high school teachers and the management of behaviour in classrooms

Research output: Contribution to journalArticlepeer-review

Abstract

This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers’ developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of significant behaviour management moments experienced by student teachers on school placements, key narratives are outlined and the complex tensions and issues arising from the data are discussed. The powerful narratives of control and compliance around young people and the emphasis on social and relational early professional learning as opposed to cognition are explored and discussed.
Original languageEnglish
Pages (from-to)328-343
Number of pages16
JournalTeacher Development
Volume19
Issue number3
Early online date21 May 2015
DOIs
Publication statusPublished - 3 Jul 2015

Keywords

  • early professional development
  • control and compliance
  • narrative identity
  • behaviour in classrooms

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