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Title: Learning to manage classroom behaviour : a study of the process of developing knowledge from the perceptions of five beginner teachers
Author: Wright, David Gilbert
Awarding Body: Institute of Education (University of London)
Current Institution: University College London (University of London)
Date of Award: 2013
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This thesis provides a way of analyzing how beginner teachers talk about the management of classroom behaviour to reveal how they are thinking about their practice. Considerable reference is made in the literature about the factors that impact on the development of knowledge about teaching but very little is known about how it actually takes place, particularly in relation to managing classroom behaviour. My thesis adds to our understanding of how this is taking place. Specifically, this thesis provides insights into how beginner teachers are developing strategies for managing behaviour within a performativity culture promoted by governments that prioritizes competence over transformation. Beginner teachers come to ITE equipped with beliefs, preconceptions and prior experiences of education, teaching and classroom management. This research provides case-study evidence of the different reasons that beginner teachers have for managing behaviour, that in turn, frames the kind of knowledge they develop and ultimately, the strategies they use. A theoretical model and set of conceptual tools are developed to analyze interview and observation data collected from five beginner teachers. The data collection spanned a twoyear period between September 2007 and July 2009. The model is used to chart the beginner teachers’ development of strategies over time and in different contexts. The outcomes of the analysis indicate that beginner teachers developed schemas that allowed them to adapt to new contexts by utilizing their pre-emptive plans rather than acting reflexively. The study contributes to the knowledge in the fields of behaviour management and teacher development in a number of ways. The model and the conceptual tools contribute to the theoretical understanding of how the personal and contextual factors influence beginner teachers’ development of strategies over time. The empirical part of the study provides insights into how these factors facilitate and impede the development of the beginner teachers’ strategies for managing classroom behaviour.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Lifelong and Comparative Education