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Journal

Essays in Education

Preservice Teachers

Discipline
Publication Year

Articles 1 - 3 of 3

Full-Text Articles in Education

Perception’S Of Preservice Teachers ’Toward Children’S Literature, Khaled Alazzi Sep 2006

Perception’S Of Preservice Teachers ’Toward Children’S Literature, Khaled Alazzi

Essays in Education

Children’s literature is used across the curriculum in elementary classrooms today. How is this literature viewed by preservice teachers and how will their viewpoints affect their use of literature with students? The purpose of this study was to describe preservice teachers’ written responses to children’s literature with geometric content. Six related, but distinct themes emerged after multiple readings of the responses; these themes depict preservice teachers who are: (1) making personal connections with literature, (2) reading for children, (3) being the teachers, (4) looking for the math, (5) finding instructional ideas, and (6) focusing on the morals.


Discipline Concerns Among Preservice Teachers, Leslie Irwin, Funmi Amobi Sep 2006

Discipline Concerns Among Preservice Teachers, Leslie Irwin, Funmi Amobi

Essays in Education

This paper was prompted by conversations with preservice teachers concerning the concept of discipline. The paper explored some background theory of discipline, leading to maintenance of desired behavior in the classroom. It addressed dimensions of discipline touching on the locus of control of discipline, purposes of discipline, and factors that affect discipline. Finally, the paper dealt with the preventive aspect of discipline. Though instigated by preservice teachers in mind, the issue is of significance to all practitioners. This paper is more informational than prescriptive.


Are You Transformed Yet?: Yearning For Change Through Reflection, Don Livingston, Joyce Hiller Mar 2005

Are You Transformed Yet?: Yearning For Change Through Reflection, Don Livingston, Joyce Hiller

Essays in Education

Over a ten week period, two early childhood teacher educators purposefully tried to transform their students’ thinking toward a more critical stance about the at risk discourse. By posing weekly questions to a cohort of early childhood preservice teachers participating in a mentoring program for at risk children, this inquiry into reflective practice sought to find out if intervention by teacher educators would affect a shift in preservice teachers’ understanding of what it means to be placed at risk. Through a two stage reading of their reflections written in response to each question, the authors illuminate the personal and cultural ...