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 language | English |
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Pages (from-to) | 328-343 |
Number of pages | 16 |
Journal | Teacher Development |
Volume | 19 |
Issue number | 3 |
Early online date | 21 May 2015 |
DOIs | |
Publication status | Published - 3 Jul 2015 |
Keywords / Materials (for Non-textual outputs)
- early professional development
- control and compliance
- narrative identity
- behaviour in classrooms
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Lorna Hamilton
- Moray House School of Education and Sport - Senior Lecturer
- Institute for Education, Community & Society
Person: Academic: Research Active