Barker K.

Bassey M.

Bransford J.

Brophy J.

Bruner J. S.

Bullough R.

Feiman-Nemser S.

Festinger L.

Friedman I. A.

Goddard R.

Gray P.

Hamilton L.

Ingram J.

Johnson K.

Munn P.

Nias J.

Patton M. Q.

Peters J.

Reay D.

Riddell S.

Sachs J.

Stake R.

Sternberg R.

Stough L.

Taylor C.

Tripp D.

English

Lorna Hamilton

Directory of Open Access Journals

SAGE Open

“Silence Does Not Sound the Same for Everyone”

Discipline or behaviour management in schools is a common concern for beginning teachers and is frequently cited as a significant component in early career attrition (Goddard &amp; Goddard, 2006; Hammerness, 2011; Hong, 2010). Moreover, the impact of perceived failure in relation to behavior in the classroom can substantially affect the self-efficacy of teachers particularly at the beginning of their careers (Hoy &amp; Burke-Spero, 2005; Peters, 2009) and the wide variety of discipline approaches adopted within different schools can provide conflicting experiences and models. Consequently, exploring and understanding more fully how we can support student teachers in this area is important on a personal and professional level for the student teacher and teacher educators. Underpinning an urgency to consider this area, lies concern for the young people who may find themselves the focus of often punitive regimes (Bright, 2011; Reay, 2009). We know that certain pupils (Gillies, 2011; Gray, Miller, &amp; Noakes, 1994; Reay &amp; Wiliam, 1999) can be disproportionately affected by school discipline approaches particularly with regard to exclusion or expulsion from schools (Bright, 2011; Gillies, 2011; Osher, Bear, Sprague, &amp; Doyle, 2010).This paper then is concerned with the details of two individual case studies of student teachers during a 1-year Initial Teacher Education (ITE) program—a Postgraduate Diploma in Education (PGDE).1 The concern, here, was with exploring the ways in which the beliefs and values of student teachers might affect their engagement with different approaches to behavior and how they could be encouraged to reflect critically on the philosophies underpinning them. This critical engagement was supported through a new elective course that set out to encourage a bridging between theoretical and practical components of early professional development (EPD). Establishing a stronger link to the cognitive aspects of EPD while also helping student teachers to engage meaningfully and critically with the social and relational influences in schools, underpinned the elective course

Hamilton, Lorna

Edinburgh Research Explorer

A small-scale study on student teachers’ perceptions of classroom management and methods for dealing with misbehaviour.

A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform.

A theory of cognitive dissonance.

An inquiry into teacher development.

An international perspective on classroom management: What should prospective teachers learn.

Beginning secondary school teachers’ perceptions of pupil misbehaviour in Spain.

Beginning teacher burnout in Queensland schools: Associations with serious intentions to leave.

by guest on

Case study research.

Challenging behaviour in schools: Teacher support, practical techniques and policy development.

Changes in teacher efficacy during the early years of teaching: A comparison of four measures.

Changing teachers’ conceptions of teaching and learning.

Classroom behaviour management content in Australian undergraduate primary teaching programmes.

Classroom management and teacher stress and burnout. In

Classroom management in the United States: A view from New York City.

Constructing pupil identity: Personhood and ability.

Critical incidents in teaching: developing professional judgment.

First year pre-service teachers’ learning about behaviour management. Paper presented at the Australian Association for Research in Education annual conference,

History of research on classroom management. In

How can we improve school discipline?

How will I get them to behave?” Preservice teachers reflect on classroom management.

I’ll be nothing’: Structure and agency and the construction of identity through assessment.

Implicit theories of ability: Teacher constructs and classroom consequences.

In search of the essence of a good teacher: Towards a more holistic approach in teacher education.

Introduction. In

Learning to teach. In

Lessons from the world on effective teaching and learning environments.

Making sense of white working class underachievement. In

Narratives of learning to teach: Taking on professional identities.

Off the model”: Resistant spaces, school disaffection and “aspiration” in a former coal mining community.

On the threshold of a new century: Trustworthiness, integrity, and self-study in teacher education.

Positive behaviour for learning: Differentiating teachers’ self-efficacy. Paper presented at the Australian Association for Research

Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession.

Primary teachers talking: A study of teaching as work.

Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry.

Research Association.

Restorative practices: The feminisation of school discipline policy? Paper presented to ESRC funded seminar: Girls and Education,

Seeking “truth,” finding despair: Some unhappy consequences of a negative self-concept.

Social and emotional pedagogies: Critiquing the new orthodoxy of emotion in class behaviour management.

Sources of the self: the making of modern identity.

Tacit knowledge in professional practice: Researcher and practitioner perspectives.

Teacher education for classroom management in Israel: Structures and orientations.

Teacher professional development in teaching and teacher education over 10 years.

Teacher-child partnership: The negotiating classroom.

Teachers, narrative identity and ability constructs: Exploring dissonance and consensus in contrasting school systems.

Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective.

Teachers’ professional knowledge landscapes.

The activist teaching profession.

The initial education of high school teachers: A critical review of major issues and trends.

The neglected role of classroom management

The place of classroom management in the standards in teacher education. In

They think that swearing is okay”: First lessons in behaviour management.

Towards a theory of instruction.

Using case study in education research.

‘Silence does not sound the same for everyone’: student teachers’ narratives:Student Teachers’ Narratives Around Behavior Management in Scottish Schools

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‘Silence does not sound the same for everyone’: student teachers’ narratives:Student Teachers’ Narratives Around Behavior Management in Scottish Schools

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