Growth and Development of Beginning Science Teacher''s Coneptions of Classroom Management and Its Relationship to Classroom Practices

• Main Authors: Pi-Yung Chen, 陳碧雲
• Other Authors: Huey-Por Chang
• Format: Others
• Language: zh-TW
• Published: 1995
• Online Access: http://ndltd.ncl.edu.tw/handle/44212819375765572721

碩士 === 國立彰化師範大學 === 科學教育研究所 === 83 === The purpose of this study was to explore two beginning science teachers'' classroom practices in classroom management, to find out their conceptions of classroom management,and to investigate the factors affecting the formation and change of the conception .Qualitative research was the major approach used to collect and analyse the data. The collected data of this study include classroom observations, interviews,and documents. In the procedure of data analysis, triangulation of multiple data resources as well as inter- rater agreement were the ways adoped. The results indicated that both teachers were often stuck on traditional teaching referring to instruction management. In respect of the discipline, they were still on trial and seeking, and often appeared to be immature. With regard to the conceptions of classroom management, Hsu was more concerned about his teaching and stressed the instruction of scientific knowledge. However, Chang made efforts to look for a balance point between his teaching and students'' learning, and laid emphasis on the cultivation of students'' motives to study physics and chemistry, a relaxing learning atmosphere,and an appropriate teacher-student interactions. As for the fators to form classroom management, the both were affected by the past learning experience and school culture. Futher, two teachers showed different changes on classroom management. Hsu was much disappointed about student''s behavor, and regreted the incapablity of the school officers to deal with the campus violence, which discourages his teaching enthusiasm. Nevertheless,Chang became positive in wake of a fresh recognition from the laboratory situation and the support from the colleague. As a whole, the beginning teachers did not fully realize the essence and spirit of the classroom management, nor were complete and proficient in skills.