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The purpose of this study was to explore two beginning
science teachers'' classroom practices in classroom management,
to find out their conceptions of classroom management,and to
investigate the factors affecting the formation and
change of the conception .Qualitative research was the major
approach used to collect and analyse the data. The
collected data of this study include classroom observations,
interviews,and documents. In the procedure of data analysis,
triangulation of multiple data resources as well as inter-
rater agreement were the ways adoped. The results
indicated that both teachers were often stuck on
traditional teaching referring to instruction management. In
respect of the discipline, they were still on trial and
seeking, and often appeared to be immature. With regard to
the conceptions of classroom management, Hsu was more
concerned about his teaching and stressed the instruction of
scientific knowledge. However, Chang made efforts to look
for a balance point between his teaching and students''
learning, and laid emphasis on the cultivation of
students'' motives to study physics and chemistry, a relaxing
learning atmosphere,and an appropriate teacher-student
interactions. As for the fators to form classroom management,
the both were affected by the past learning experience and
school culture. Futher, two teachers showed different
changes on classroom management. Hsu was much disappointed
about student''s behavor, and regreted the incapablity of the
school officers to deal with the campus violence, which
discourages his teaching enthusiasm. Nevertheless,Chang
became positive in wake of a fresh recognition from the
laboratory situation and the support from the colleague. As a
whole, the beginning teachers did not fully realize the
essence and spirit of the classroom management, nor were
complete and proficient in skills.
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