Detailed Information on Publication Record
2016
Classroom Management Strategies of Student Teachers on Their Practice
VLČKOVÁ, Kateřina, Kateřina LOJDOVÁ and Lucie ŠKARKOVÁBasic information
Original name
Classroom Management Strategies of Student Teachers on Their Practice
Name in Czech
Strategie řízení třídy studentů učitelství na praxi
Authors
VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution), Kateřina LOJDOVÁ (203 Czech Republic, belonging to the institution) and Lucie ŠKARKOVÁ (203 Czech Republic, belonging to the institution)
Edition
The European Conference on Educational Research: Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016
Other information
Language
English
Type of outcome
Konferenční abstrakt
Field of Study
50300 5.3 Education
Country of publisher
Ireland
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
RIV identification code
RIV/00216224:14410/16:00087918
Organization unit
Faculty of Education
Keywords (in Czech)
strategie řízení třídy; studenti učitelství; druhý stupeň základní školy
Keywords in English
classroom management strategies; student teachers; lower secondary education
Tags
International impact, Reviewed
Změněno: 10/10/2016 17:26, doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
V originále
Classroom management (CM) can be viewed as a system of strategies employed by a teacher to influence the physical and social space of the classroom to foster an environment where learning can occur (Christofferson, Sullivan, & Bradley, 2015). Classroom management skills are crucial for teachers to create classroom settings where students can learn as effective CM leads to student high achievement (Stronge, Ward, & Grant, 2011) and contributes to teacher remaining in the profession. The first years of teaching are usually reported to be the most challenging. The aim of the research is to describe in detail CMS of student teachers (pre-service teachers) on their long term teaching practice in lower secondary classes. The research is based on an integrated mixed methods design (Creswell & Plano Clark, 2011). The main, qualitative part of the research is designed as field research based on ethnographic research design. Its aim is to describe conceptions (via interviews and reflective teaching diaries) and use (via observation with video recordings and its transcription) of CMS of student teachers. The quantitative part of the research includes (a) examination of quantitative parameters gathered via video recordings of lessons such as the types of CMS, behaviour alteration messages and techniques, discipline mechanisms, instructional techniques, student negotiation techniques and (b) statistical analyses of survey data regarding CMS and individual characteristics of student teachers such as a the need for (cognitive) closure. CMS were measured by adapted Behavior and Instructional Management Scale – BIMS (Martin & Sass, 2010) and need for cognitive closure by adapted Need for (Cognitive) Closure Scale – NFCS (Roets & Van Hiel, 2011). NFCS consists of 15 items with 6-point Likert type ratings measuring 5 sub-scales: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness, and close-mindedness.
In Czech
Abstrakt prezentuje výsledky smíšeného výzkumu (etnografický výzkum 6 studentů a dotazníkové šetření jejich žáků) strategií řízení třídy u studentů učitelství na praxích na druhém stupni základní školy.
Links
| GA16-02177S, research and development project |
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