caa a22 4500 477121926 CHVBK 20180405111638.0 cr unu---uuuuu 170330e19960301xx s 000 0 eng 10.1007/BF02333404 doi (NATIONALLICENCE)springer-10.1007/BF02333404 Student teacher behaviour in response to daily hassles in the classroom [Elektronische Daten] [Wilfried Admiraal, Theo Wubbels, Fred Korthagen] In this study, we describe student teacher behaviour in response to daily hassles in the classroom from three perspectives: the coping perspective, representing the meaning of the behaviour in the light of the situations in which it is shown; the pedagogical-methodological perspective, evident in an analysis of the instructional meaning of student teacher behaviour; and the interpersonal perspective, meaning behaviour perceived as part of the teacher-pupil relationship. Observation of lessons of student teachers yields descriptions of student teacher behaviour in four types of classroom events. Two dimensions of student teacher behaviour have been extracted: the active-passive-dimension, describing the degree of intensity of a student teacher's actions when transferring (verbal) messages to the pupils; and the agitation-harmony-dimension, defining the degree of tension the student teacher arouses in the relationship between teacher and pupils. Two conclusions are developed. Firstly, in responding to pupils' off-task behaviour, student teachers generally show communication similar to the pupils' behaviour. This means that they are engaged in the same oppositional behaviour as the pupils, which can result in an aggressive symmetrically escalating relationship. Secondly, the newly developed descriptive framework with the two dimensions can be used in future research and in helping supervisors to reveal student teachers' blind spots for what is going on in the classroom during hassling events. Kluwer Academic Publishers, 1996 Admiraal Wilfried IVLOS Institute of Education, Utrecht University, PO BOX 80.127, NL-3508 TC, Utrecht, The Netherlands aut Wubbels Theo IVLOS Institute of Education, Utrecht University, PO BOX 80.127, NL-3508 TC, Utrecht, The Netherlands aut Korthagen Fred IVLOS Institute of Education, Utrecht University, PO BOX 80.127, NL-3508 TC, Utrecht, The Netherlands aut Social Psychology of Education Kluwer Academic Publishers 1/1(1996-03-01), 25-46 1381-2890 1:1<25 1996 1 11218 https://doi.org/10.1007/BF02333404 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF02333404 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Admiraal Wilfried IVLOS Institute of Education, Utrecht University, PO BOX 80.127, NL-3508 TC, Utrecht, The Netherlands aut NATIONALLICENCE 700 1- Wubbels Theo IVLOS Institute of Education, Utrecht University, PO BOX 80.127, NL-3508 TC, Utrecht, The Netherlands aut NATIONALLICENCE 700 1- Korthagen Fred IVLOS Institute of Education, Utrecht University, PO BOX 80.127, NL-3508 TC, Utrecht, The Netherlands aut NATIONALLICENCE 773 0- Social Psychology of Education Kluwer Academic Publishers 1/1(1996-03-01), 25-46 1381-2890 1:1<25 1996 1 11218 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer