2017
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
LOJDOVÁ, Kateřina; Lucie ŠKARKOVÁ a Kateřina VLČKOVÁZákladní údaje
Originální název
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
Autoři
Vydání
European Conference on Educational Research (ECER), Kodaň, 2017
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50300 5.3 Education
Stát vydavatele
Česká republika
Utajení
není předmětem státního či obchodního tajemství
Označené pro přenos do RIV
Ano
Kód RIV
RIV/00216224:14410/17:00094972
Organizační jednotka
Pedagogická fakulta
Klíčová slova česky
classroom management strategies; need for cognitive closure; student teachers
Klíčová slova anglicky
classroom management strategies; need for cognitive closure; student teachers
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 5. 4. 2018 15:26, doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
Anotace
V originále
The aim of the paper is to describe how do student teachers´classroom management strageties during their teaching practice differ according to their need for cognitive closure. The qualitative video-research sample consisted of 6 student teachers on their long term practice in 6 lower secondary comprehensive classes from 6 schools (ISCED 2A) in the Czech Republic. From each student teacher we videotaped (teacher camera, students´ camera) 6 lessons taught in Czech language or History in 1 class and conducted an interview and questionnaire (BIMS, NFCS) and reflective diaries data collection. The quantitative on-line research sample consisted of 141 student teachers of the first year master study of teacher education at the Masaryk university (scales BIMS, NFCS).Qualitative data deepen typology of student teachers classroom management strategies. We describe in detail CMS, its characteristics and effects in the classroom.
Návaznosti
| GA16-02177S, projekt VaV |
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