Nauczyciele a dyscyplina w klasie szkolnej : przekonania, strategie, kierunki zmian

Abstract

The content of this monography is the result of the research concerning the teachers’ beliefs and their personal educational theories connected to management of classroom discipline and utilizing individualised discipline strategies in everyday educational practice. It is also an attempt to seek the new research solutions and directions of changes in thinking and acting concerning the creation of educational environment encouraging mutual learning. The undertaken issues as elements of social practice, are closely connected to constant relationship between autonomy and control, what makes them both problematic and controversial. What are the beliefs and personal educational theories of the teachers connected to the discipline and what discipline strategies they utilize in their everyday educational practice, moreover what are their sources. Presented monography aimed in answering these questions. This book helps to understand the problem of discipline and reveals the contradictions between the teachers’ beliefs and strategies used by them. This book might be perceived as a participant of the discussion among professional pedagogic environments as well as within wider social field, the discussion on discipline, unwanted students’ behaviour and appriopriate strategies used by the teachers. The monography is aimed at educators, sociologists, teachers and pedagogy students. It might be also used by those interested in isissues of discipline and classmanagement.