The Phenomenon of Discipline and Its Conception for Novice Teachers—A Discourse Analysis
Author(s)
Tereza Buchtová,
Lucie Kučerová,
Štefan Chudý,
Pavel Neumeister,
Jitka Plischke,
Jitka Petrová,
Pavla Vyhnálková
ABSTRACT
This study is oriented on the problems and issues relating to the conception of discipline and methods for novice teachers and presents the results of a research investigation that focuses on the phenomenon of discipline and the creation of a basic discourse about discipline and novice teachers. Discipline is a phenomenon of our time. Maintaining discipline is a routine event for teachers; however, the manner of achieving it is very complex. Every student is an individual in the educational process—and thus, it is also necessary to approach the issue of discipline in the same way. The aim of this study is, to begin with, to identify the possible terminological definitions like discipline, authority, and the professional careers of teachers and novice teachers. Further, the text focuses on the problems and issues of discipline from a variety of different perspectives and concepts; namely, the normative, educational-psychological and methodical perspectives. The whole study, as a consolidated text, based on the research can be divided into three parts; the first, already mentioned above, deals with discipline; the second part specifies the approach and perception of discipline among novice teachers. The last part is devoted to the relationship between teacher and pupil, complemented by Foucault’s philosophical perception of the concept of power.
This study is oriented on the problems and issues relating to the conception of discipline and methods for novice teachers and presents the results of a research investigation that focuses on the phenomenon of discipline and the creation of a basic discourse about discipline and novice teachers. Discipline is a phenomenon of our time. Maintaining discipline is a routine event for teachers; however, the manner of achieving it is very complex. Every student is an individual in the educational process—and thus, it is also necessary to approach the issue of discipline in the same way. The aim of this study is, to begin with, to identify the possible terminological definitions like discipline, authority, and the professional careers of teachers and novice teachers. Further, the text focuses on the problems and issues of discipline from a variety of different perspectives and concepts; namely, the normative, educational-psychological and methodical perspectives. The whole study, as a consolidated text, based on the research can be divided into three parts; the first, already mentioned above, deals with discipline; the second part specifies the approach and perception of discipline among novice teachers. The last part is devoted to the relationship between teacher and pupil, complemented by Foucault’s philosophical perception of the concept of power.
Cite this paper
Buchtová, T. , Kučerová, L. , Chudý, Š. , Neumeister, P. , Plischke, J. , Petrová, J. and Vyhnálková, P. (2015) The Phenomenon of Discipline and Its Conception for Novice Teachers—A Discourse Analysis. Creative Education, 6, 711-717. doi: 10.4236/ce.2015.68073.
Buchtová, T. , Kučerová, L. , Chudý, Š. , Neumeister, P. , Plischke, J. , Petrová, J. and Vyhnálková, P. (2015) The Phenomenon of Discipline and Its Conception for Novice Teachers—A Discourse Analysis. Creative Education, 6, 711-717. doi: 10.4236/ce.2015.68073.
References
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[1] Andrysová, P., Martincová, J., & Vcelarová, H. (2014). Pedagogical Condition at Undergraduate Teacher Praparation. The New Education Review, 4, 152-165. [2] Bendl, S. (2005). Disciplined Class or Disciplinary Minimum for Teachers. Praha: Triton. [3] Bendl, S. (2004). How to Prevent Indiscipline, or, Discipline Measures. Praha: ISV. [4] Bendl, S. (2001). School Discipline. Methods and Strategies. Praha: ISV. [5] Foucault, M. (2000). Discipline and Punish: The Birth of the Prison Book (p. 216). Praha: Dauphin. [6] Grecmanová, H., & Neumeister, P. (2004). Historical Changes in Childhood (A Significant Problem History of Pedagogy). In International Conference on General Education for All. Praha, Pedagogical Museum J. A. Comenius. [7] Chudy, S. (2014). Novice Teacher and Management Disciplines in the Context of 2 st. Primary School. Brno: Paido. [8] Kartouá, B. (2012). What Is the School. MF Dnes, n. 4.9. [9] Kartouá, B. (2011). Discipline in School: Repression Is Not the Solution, and Part of the [online].
http://www.rodina.cz/clanek8187.htm [10] Kratochvíl, R. (1925). Reports of Education. Bookstore and Publishing of Zilina, O. Trávnícek. [11] Kyriacou, Ch. (2008). Key Skills Teacher. Praha: Portál. [12] Novotná, J. (2014). Critical Thinking in Education. London: STS Science Centrue. [13] Podlahová, L. (2004). First Steps Teachers. Praha: Triton. [14] Prucha, J. (2002). Teacher: Current Knowledge about the Profession. Praha: Portál. [15] Prucha, J., Walterová, E., & Mareá, J. (1998). Pedagogical Dictionary. Praha: Portál, s.r.o. [16] Skrobák, J. (2009). Foucault’s Concept of Social Power, Disciplinarizácia and Delivery of Public Services. In: Acta Universitatis Facultatis Iuridicae Comenianae (Vol. 27, pp. 403-430). Bratislava: Comenius University in Bratislava. [17] Uher, J. (1924). Problem discipline. Prague: The Legacy of Comenius. [18] Valiáová, A. (1999). Authority in Education: The Rise, Fall or Slow Return. Praha: Karolinum. [19] Vanek, J. (1972). The Biological and Psychological Considerations Education. Praha: SPN.