期刊名称：International Online Journal of Education and Teaching
电子版ISSN：2148-225X
出版年度：2014
卷号：1
期号：1
页码：2-10
语种：English
出版社：Informascope
摘要：This study aimed to examine the classroom discipline perceptions of pre-service language teachers both before and after the student teaching experience.Before going to their practice schools and immediately after completing their full-time student teaching experience,preservice teachers (N = 104) from three state universities in the Turkey completed a discipline belief questionnaire identifying their preferred model of classroom discipline.The results indicated that although the student teaching experience in practice schools increased beginning teachers'preferences from a humanistic discipline model to a more assertive discipline model,this increase is not significant.These results show that the student teaching experience does not create a difference in previous perceptions and beliefs of pre-service teachers.The results of the study also suggest that student teachers'preconceptions regarding the profession will not change despite the practical experience gained during practicum.
