The Phenomenon of Discipline and Its Conception for Novice Teachers—A Discourse Analysis


This study is oriented on the problems and issues relating to the conception of discipline and methods for novice teachers and presents the results of a research investigation that focuses on the phenomenon of discipline and the creation of a basic discourse about discipline and novice teachers. Discipline is a phenomenon of our time. Maintaining discipline is a routine event for teachers; however, the manner of achieving it is very complex. Every student is an individual in the educational process—and thus, it is also necessary to approach the issue of discipline in the same way. The aim of this study is, to begin with, to identify the possible terminological definitions like discipline, authority, and the professional careers of teachers and novice teachers. Further, the text focuses on the problems and issues of discipline from a variety of different perspectives and concepts; namely, the normative, educational-psychological and methodical perspectives. The whole study, as a consolidated text, based on the research can be divided into three parts; the first, already mentioned above, deals with discipline; the second part specifies the approach and perception of discipline among novice teachers. The last part is devoted to the relationship between teacher and pupil, complemented by Foucault’s philosophical perception of the concept of power.

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Buchtová, T. , Kučerová, L. , Chudý, Š. , Neumeister, P. , Plischke, J. , Petrová, J. and Vyhnálková, P. (2015) The Phenomenon of Discipline and Its Conception for Novice Teachers—A Discourse Analysis. Creative Education, 6, 711-717. doi: 10.4236/ce.2015.68073.

Conflicts of Interest

The authors declare no conflicts of interest.


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