Academic Leadership: The Online Journal
Abstract
This quantitative study examined the influence of teacher-educators’ use of assertive classroom management strategies on English as a foreign language (EFL) student-teacher generic-education and language-teaching skills. Concerns have been voiced that many teachers fail to communicate target skills and information to their students though they possess abundant subject-content and pedagogical-content knowledge. Traditionally, teacher-educators have been concerned with assisting students to grasp a defined body of knowledge through information transmission. Currently, teacher educators face the challenge of assisting student-teachers to learn how to learn so that they can face political, social and economic uncertainties and to become independent lifelong learners. This demanded new ways of educating student-teachers who, too, have to handle the very task (Shawer, 2010; Shawer, Gilmore & Banks-Joseph, 2008). Some key skills student-teachers need to develop involve their use of effective classroom management strategies (Shawer, 2006).
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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© The Author(s)
Recommended Citation
Barnabas, Annette; S., Clifford; and D., Joseph
(2010)
"The influence of assertive classroom management strategy use on student-teacher pedagogical skills,"
Academic Leadership: The Online Journal: Vol. 8:
Iss.
2, Article 43.
DOI: 10.58809/DUJU1821
Available at:
https://scholars.fhsu.edu/alj/vol8/iss2/43
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Educational Leadership Commons, Higher Education Commons, Teacher Education and Professional Development Commons
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