Learning Classroom Management from Multiple Instructional Materials: An Action Research Study

Author: Chien-Hsing Wang(Graduate Institute of Education, National Changhua University of Education)

Vol.&No.：Vol. 52, No. 2
Date：August 2007
Pages：1-21
DOI：10.3966/2073753X2007085202001

Abstract：

This action research study explored the educational significance and value of using multiple instructional materials to learn Classroom Management. It set out to answer the following two research questions: (a) Do pre-service teachers learn any Classroom Management concepts from comic books, picture books, youth novels, and movies?, and (b) What else do they acquire from these instructional materials? The results were as follows: (a) using multiple instructional materials helps students to construct Classroom Management concepts, and the process of reading, sharing and discussing these materials enhances their understanding of the materials’ meaning and value and the possible ways of using them; (b) the multidimensional aspect of each instructional material and the diversity of materials helps to enhance teachers’ diverse thinking and critical reflection. Therefore, the educational significance and value of using multiple instructional materials are as follows: (a) the popularization of multiple instructional materials is a good strategy for overcoming the misconception that textbooks are the only legitimate learning source; (b) using multiple instructional materials can help pre-service teachers to establish their own value system and to respect multiple values in a society whose multiplicity of values may confuse people.

Keywords：action research, diverse thinking, critical reflection, classroom management, creative teaching

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