The Meaning of Discipline:Through Student Teachers’ Perspectives
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The aim of this study is to explore how preservice teachers build up the meaning of discipline through the qualitative research method. Twenty-two senior students who had finished their practicum participated in this study. The data collection was done through the collections of their cases, journals and discussions, and analyzed by the method of content analysis. The findings, based on my analysis, are as follows. First, the factors preservice teachers use, when they determine whether a certain behavior requires discipline or not, were the developmental stage of a child, the number of repetition of a misbehavior and family environment of a child. Second, preservice teachers used a set of strategies when they tried to resolve the conflict situations raised by a child’s misbehavior. Those strategies were arbitration, persuasion, and avoiding strategies if they were involved in it, and were information providing and comment strategies if they were just observers. Third, they believed the discipline is ‘the process helping children to tell right from the wrong,’ ‘the process integrating individuality into totality,’ and ‘the process connecting schools to families.’
Abstract
The aim of this study is to explore how preservice teachers build up the meaning of discipline through the qualitative research method. Twenty-two senior students who had finished their practicum participated in this study. The data collection was done through the collections of their cases, journals and discussions, and analyzed by the method of content analysis. The findings, based on my analysis, are as follows. First, the factors preservice teachers use, when they determine whether a certain behavior requires discipline or not, were the developmental stage of a child, the number of repetition of a misbehavior and family environment of a child. Second, preservice teachers used a set of strategies when they tried to resolve the conflict situations raised by a child’s misbehavior. Those strategies were arbitration, persuasion, and avoiding strategies if they were involved in it, and were information providing and comment strategies if they were just observers. Third, they believed the discipline is ‘the process helping children to tell right from the wrong,’ ‘the process integrating individuality into totality,’ and ‘the process connecting schools to families.’
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