|Published online: March 14, 2014||$US5.00|
The study deals with two aspects of classroom management: management of discipline and challenging behaviors and management of teaching, and offers a discussion on the link between them with regard to the 21st century teaching and learning skills. These aspects were explored with regard to two approaches for classroom management: Teacher-Centered Approach (Traditional) and Student-Centered Approach (Humanistic), and to 21st century teaching and learning skills. The study encompassed 145 novice teachers who are in their last year of Teacher Education Program and in their first year of teaching in primary schools. Their approach was examined via PCI (Pupil Control Ideology questionnaire) on Likkert scale (Willower, 1975). The overall score on classroom management pointed to a tendency towards the Humanistic approach. However, a gap was detected between the teachers' approach to management of discipline and to management of teaching, as the latter tends towards Student-Centered approach whereas the former reflects a mixed approach. It was concluded that the management of teaching agrees with the 21st century skills of teaching and learning more than with the management of discipline which bears more archaic features, such as the use of extrinsic reinforcements and sanctions. The study recommends that emphasis be placed in Teacher Education Programs on a perceptual change towards the Humanistic Approach, in order to adapt to the teaching and learning skills that are required in the 21st century.
|Keywords:||Teacher Centered Approach, Student Centered Approach, Classroom Management, Management of Teaching, Teaching and Learning Skills of the 21st Century|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 1, August 2014, pp.1-18. Article: Print (Spiral Bound). Published online: March 14, 2014 (Article: Electronic (PDF File; 737.220KB)).
Lecturer, Faculty of Education, The Kibbutzim College of Education, Technology, and the Arts, Tel Aviv, Israel