How do inexperienced and experienced teachers perceive their authoritative teaching style in classroom ?
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In this Master study, my goal is to explore the single teacher’s understanding of the concept of authoritative teaching style and single teacher’s experience of translating this knowledge into practice. The question of classroom management has been researched and discussed by many educators all over the world. The research question of the thesis is: How do inexperience and experienced teachers perceive their authoritative teaching style in classroom? The question focuses on interactions between teacher and students in sociocultural system such as school and it also focuses on process in organization of classroom management and thus link to important research literature and theory. My work demonstrates the conceptual frameworks of Evertson and Weinstein, Hamre and Pianta, Wubbles and Baumrind and others. They helped to uncover and describe the partici-pants’ perspectives on events. I also used the Respect program to illustrate the positive influ-ence of authoritative teaching style in everyday realities. This qualitative study developed greater and deeper understanding about the authoritative teaching style through the in-depth study of five teachers’ knowledge about classroom man-agement and difficult situations referring to this subject. The information was collected through interviews. It was recorded, transcribed, categorized, coded and analyzed. Results and discussion parts of this work were divided by the categories. That was done to help to structure the findings of the thesis. The last part of the research summaries findings and discusses the implications for practice and further research. If teachers are equipped with knowledge about authoritative teaching from the very begin-ning and have patience and determination, they will become strong and impregnable in the matter of classroom management.
Master's thesis in Special education