Masterarbeit aus dem Jahr 2006 im Fachbereich Pädagogik - Schulpädagogik, Note: 1,0, University of Derby, 54 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Abstract
Teachers in Austria are complaining that classroom discipline is taking up an increasing amount of their time, turning them more into disciplinarians and leaving them less time for actually teaching. Likewise, teachers from the former Communist countries of Czechoslovakia and Poland that are now young democracies and new EU members are encountering similar difficulties. The aim of this study is to determine whether teachers from Austria, Poland and Czechoslovakia differ in their views on the conduct of school children; in addition, it examines differences concerning occupational guidance as well as basic and continuing teacher training. For this purpose, compulsory school teachers from all three countries were surveyed about the conduct of their pupils by means of a questionnaire as well as additional interviews. Survey responses provide readers with insights as to the causes, categories and consequences related to classroom disruptions and disruptive behavior of pupils. Finally, the problems of aggression, violence and mobbing were addressed. On the basis of this study, the author concluded that Austria, Poland and Czechoslovakia do differ in terms of their approach to the classroom conduct of their pupils. Whereas attitudes of resignation prevail in Austria and apathy in Czechoslovakia, Polish teachers are making an effort to take initiatives before the problems get the upper hand.