Makarova, Elena; Herzog, Walter; Schönbächler, Marie-Theres (2014). Wahrnehmung und Interpretation von Unterrichtsstörungen aus Schülerperspektive sowie aus Sicht der Lehrpersonen. Psychologie in Erziehung und Unterricht, 61(2), pp. 127-140. E. Reinhardt Verlag 10.2378/peu2014.art11d
Full text not available from this repository.The contribution is based on an understanding of teaching as an interaction system that encompasses all parties in the classroom. Social order in classrooms is established through mutual awareness, which includes the perception of classroom disruptions. Using qualitative data, this paper examines the extent to which students’ and teachers’ perspectives coincide with respect to both the perception of classroom disruptions and the teachers’ reaction to discipline disruptions. For this purpose, classrooms were categorized into either infrequent-disruption or frequent-disruption classrooms. The results show, firstly, a high correspondence between teachers’ and students’ perception of classroom disruptions; secondly, a self-serving bias in the teachers’ perception of their own reactions on discipline disruptions; and thirdly, a different interpretation of the term discipline disruption in infrequent- and frequent-disruption classrooms. The possibility that teachers themselves might cause classroom disruptions is discussed. In addition, the concept of classroom management is put into perspective.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > Educational Psychology |
UniBE Contributor: |
Makarova, Elena, Herzog, Walter, Schönbächler, Marie-Theres |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
ISSN: |
0342-183X |
Publisher: |
E. Reinhardt Verlag |
Language: |
German |
Submitter: |
Elena Makarova |
Date Deposited: |
12 Jan 2015 16:20 |
Last Modified: |
05 Dec 2022 14:38 |
Publisher DOI: |
10.2378/peu2014.art11d |
URI: |
https://boris.unibe.ch/id/eprint/61384 |
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