Investigating Pre-service Taechers' Beliefs about Classroom Discipline
Year: 2013
Type: article
Study design: Observational Study
Abstract: The purpose of this descriptive study was to investigate pre-service teachers' beliefs about classroom discipline interms of different variables. The sample of the study was 731 2nd, 3rd, and 4th year pre-service teachers from seven different programs at Kocaeli University Faculty of Education in the 2010-2011 academic year. The participants were administered the Beliefs about Discipline Inventory which yields three separate discipline model scores: relationship-listening, confronting-contracting, and rules and consequences. Scores were compared based on gender, program, years in the program and having taken Classroom Management and Student Teaching courses. The findings showed that the most preferred discipline model was the confronting-contracting with moderate levels of teacher control and the least preferred discipline model was the rules and consequences with high levels of teacher control. Pre-service teachers who completed the Student Teaching course had significantly higher scores on the rules and consequences model compared to their counterparts. Similarly, males received significantly higher rules and consequences scores compared to females. In terms of different programs, participants from the early childhood education program received significantly higher scores on the least authoritarian model of relationship-listening compared to the pre-service teachers in the other programs.
Source: Kocaeli Üniversitesi - AVESİS
Authors: Soner Polat, Sibel Kaya, Murat Akdağ
Institutions: Kocaeli Üniversitesi, Tokat Gaziosmanpaşa Üniversitesi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W1884663895