Classroom Environment in Public Schools: Towards a more Reflective Teaching

Abstract

The primary goal of this paper is to examine the classroom environment in Colombian public schools based on the trainee teachers’ reflective views when undertaking practicum day-to-day experiences during the final stage of their professional studies. The most important theoretical concepts are based on critical thinking, reflective teaching, and classroom management. The method follows the qualitative research approach, catching a deeper comprehension of the classroom as a complex setting where the teaching-learning processes are carried out according to the curriculum guidelines. Through diaries, observations, narratives, interviews and meaningful strategies, trainee teachers were able to obtain a more in-depth perception to reach a high level of critical reflections in dealing with the most common academic misconduct episodes which perturb a healthy atmosphere inside the classroom. The results are discussed in relation to the most frequent obstacles, the reasons why they emerge and the implications on the school life. Beyond the mechanical task of planning, developing, and evaluating a class, the challenge of helping the most undisciplined students requires a deep process of reflection, critical thinking, and effective solutions in the light of current international theories and national education policies concerning teacher preparation goals.

Keywords

• classroom environment
• reflective teaching
• academic misconduct
• teacher education
• public schools