A narrative study of student teachers' professional knowledge of classroom discipline in Hong Kong Secondary Schools

A narrative study of student teachers' professional knowledge of classroom discipline in Hong Kong Secondary Schools

• Hue, Ming Tak The Hong Kong Institute of Education

2006

Annual Meeting of American Educational Research Association: Education Research in the Public Interest (2006: San Francisco, CA)

• F Learning & Teaching
  • FG Classroom Management & Control
• Q Philosophy of Education, Educational System & School At Different Levels
  • QD Secondary Education

Teacher Education and Professional Development Primary Education

• Hong Kong

• 1997.7 onwards

• Secondary Education

Student teachers are concerned with discipline as in-service teachers do. The study aims to explore their knowledge of classroom discipline. The study is qualitative, descriptive and narrative in nature. The research method of unstructured interviews was employed to capture their professional knowledge of classroom discipline. Ten student teachers from Hong Kong were involved. Throughout the two-month period of their teaching practicum in Hong Kong secondary schools, three interviews for each participant were conducted. The study illuminates the classroom experience of student teachers and reveals that they found difficult to transfer concepts and skills mastered during their training to the classroom. Further, with the exploration of the convictions and meanings that have arisen from their experience, the initial findings enhance our understanding of their needs regarding classroom discipline. The implications to the professional development, future studies into discipline, and the promotion of positive classroom discipline strategies will be given.

Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/7f0ef35b

2015-04-15