Browsing by Subject "työuran alku"

Objectives. The aim of the study was to examine early-career craft teachers’ conceptions about classroom discipline and how they prevent and solve classroom discipline issues. The study also examined craft teachers’ attributes related to self-efficacy, especially from classroom discipline’s point of view. Angle throughout the study was craft teachers’ novice state. Theoretical background is combined of two main areas. First, concept of classroom discipline, causes behind classroom discipline and classroom discipline issues as well as means to intervene challenging classroom situations are examined. Second main theory was Albert Bandura’s (1977) theory of self-efficacy and related factors, which in this study was connected to examine teachers’s experiences of solving classroom discipline issues. Methods. Data was collected during April and May of 2021 using online inquiry. The inquiry consisted of standardized open questions. The inquiry form was distributed deliberately in internet and social media to locations where the targeted novice craft teachers were reached. Twelve respondents, who had less than five years of teaching experience, took part in the study. Methodological approach to this study was qualitative phenomenography. Collected data was analyzed with phenomenographic analysis and content analysis. Results and conclusions. According to the respondents, classroom discipline is a state where teaching is not distracted. Classroom discipline was said to enable concentration and fluent work. Positive and safe atmosphere was also mentioned as an attribute of classroom discipline. In managing classroom discipline, craft teachers favor preventive methods over corrective methods. Encouraging students to follow rules was the most common preventive method to manage classroom discipline. The most common unverbal corrective method was waiting the class to be silent before beginning teaching, whereas the most common verbal corrective method was reminding existence of rules, using positive phrases in teaching and one-to-one conversations with students. The most used punishments for discipline disruption was taking the student to separate space from others and contacting parents. Craft teachers felt that their survival and self-efficacy experiences related to classroom discipline management were mostly influenced by modeling (for example practices of more experienced colleagues) and social support.