"Schooling for Hard Knocks": using scenario-based learning (SBL) for behaviour management skills in pre-service teacher education
Adam, Raoul (2010) "Schooling for Hard Knocks": using scenario-based learning (SBL) for behaviour management skills in pre-service teacher education. In: Errington, Edward Peter, (ed.) Preparing Graduates for the Professions Using Scenario-Based Learning. Post Pressed, Mt Gravatt, QLD, Australia, pp. 97-110.
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This chapter describes the use of Scenario~Based Learning (SBL) to close the transitional gap between "top~down" university~based theories of behaviour management and the "bottom~up" realities of school practice. It outlines three stages of problem-based scenarios implemented in a pre-service teacher education subject using a five-phase inquiry model. The three stages of problem-based scenarios used to sequence participant learning included Caricatured Scenarios. Fixed Scenarios, and Emergent Scenarios. The inquiry model used to structure participant engagement with the problem-based scenarios included five phases: Identification, Understanding, Response, Reflection, and Refinement. This form of SBL was developed to help pre-service teachers in a final year elective - "Classroom Management" - to understand and navigate the complexities of behaviour management problems faced by beginning teachers.
|Item Type:||Book Chapter (Research - B1)|
|Date Deposited:||06 Sep 2010 01:19|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 30%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 70%
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