TY  - CHAP
AB  - Abstract Who really teaches student teachers how to teach? Utilizing a sociology of childhood and youth theoretical framework and a descriptive phenomenology design and method, this study sought to ask children and youth about their experiences as the student teachers placed in their classroom developed classroom management skills. This study utilized questions, observations, drawings, and focus groups to address the research question: “How do children and youth in the classroom impact the experience of classroom management for student teachers?” The goal of the study was not to find instances where children or youth in the classroom assisted or negated the development of classroom management but instead, to observe if this occurred and if it did, how it occurred. In asking this question, this study extends beyond the existing literature and considers the role of children and youth in the development of classroom management for student teachers.Key findings indicate that children and youth attempt to communicate their classroom management needs with their student teachers verbally, physically, and behaviorally. Through observations, a model emerged of behavior demonstrating increased student engagement or lack of engagement. During focus groups, participants elucidated the thoughts and or feelings behind their classroom behavior. Although drawings were collected during focus groups, this study would have benefited from more discussion with children regarding their drawings.
VL  - 18
SN  - 978-1-78441-060-5, 978-1-78441-059-9/1537-4661
DO  - 10.1108/S1537-466120140000018015
UR  - https://doi.org/10.1108/S1537-466120140000018015
AU  - Danyluk Patricia
PY  - 2014
Y1  - 2014/01/01
TI  - The Role of Children and Youth in Teaching Student Teachers How to Teach
T2  - Soul of Society: A Focus on the Lives of Children & Youth
T3  - Sociological Studies of Children and Youth
PB  - Emerald Group Publishing Limited
SP  - 115
EP  - 132
Y2  - 2024/04/25
ER  -