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Written by Margaret Schmidt
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Six preservice music teachers claimed to learn from student teaching three important classroom management concepts: responding to differences in students’ characteristics, behavior, and instructional needs; developing appropriate relationships with students and parents; and establishing themselves in the teacher’s role.
They did not,
however, appear to remember learning about management in a Practicum
course the previous year, although relationships to course concepts
were evident. This qualitative study explored relationships between the
student teachers’ claims and the concepts the course instructors
believed they presented. The participants’ contextual understanding of
their student teaching settings appeared more effective than peer
teaching or other course-based learning in developing understandings of
classroom management. Implications for fostering connections between
course- and field-based learning are discussed.
The full text of this document is available through the ERIC database:
http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/33/9c/b7.pdf
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