Learning to teach: Knowledge development in classroom management |
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| Affiliation: | 1. Department of Clinical and Hospital Pharmacy, College of Pharmacy, Taibah University, Al Madinah Al Munawwarah, Kingdom of Saudi Arabia;2. Department of Pharmaceutical Sciences, College of Pharmacy, Al-Rasheed University, Damascus, Syria;1. Sport Management Program in the Deakin Business School at Deakin University, 221 Burwood Highway, Melbourne 3125, Australia;2. School of Management at the University of South Australia, Mawson Lakes, South Australia 5095, Australia;3. School of Sport and Recreation, AUT University, Auckland, New Zealand;1. Dept. of Computer Science and Engineering, POSTECH, South Korea;2. Dept. of Industrial and Systems Engineering, KAIST, South Korea |
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| Abstract: | How does knowledge acquisition contribute to the process of learning to teach? To answer this question, qualitative and quantitative data were collected to investigate the development of teacher candidate knowledge about classroom management within an elementary teacher education program. Specifically, concept maps and interviews revealed patterns of cognitive change over a two-quarter sequence of courses. Analysis of concept maps showed turbulent and idiosyncratic change influenced by program experiences, with an apparent decline in cognitive organization. In interviews candidates deemphasized program influences, focusing instead on clinical experiences as the impetus of cognitive change. These findings—the turbulent apparent decline in cognitive structure and the primacy of field experiences—are explained in terms of Anderson's ACT1 learning theory. Implications for future research in teacher's conceptual development are discussed. |
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