- Title
- Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity
- Creator
- Page, Angela; Jones, Marguerite
- Relation
- Studies in Inclusive Education Volume: 45
- Publisher Link
- http://dx.doi.org/10.1163/9789004431171_009
- Publisher
- Brill
- Resource Type
- book chapter
- Date
- 2020
- Description
- Traditional approaches to classroom behaviour management highlight issues regarding the relationship between student disengagement and disruption, and levels of academic achievement and associated concerns for teachers who struggle to manage student behaviours and maintain classroom ‘discipline’. This chapter problematises prevailing Australian narratives of student (mis)behaviour, and teacher ‘discipline’. It also critiques current teacher education programme delivery of classroom management in Australia, and the implications of these for practices in schools. An alternative model is presented to address this issue that conceptualises the teaching of classroom management skills for teacher education students that challenges traditional philosophies, principles and practices of classroom management. The significance of the model is that we believe it is crucial, in order to be regarded as an effective teacher, to be equipped with a philosophy of inclusion and a range of evidence-informed practices that ensure quality learning environments.
- Subject
- classroom behaviour management; student disengagement; student disruption; teachers
- Identifier
- http://hdl.handle.net/1959.13/1482629
- Identifier
- uon:50985
- Identifier
- ISBN:9789004431171
- Language
- eng
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