Classroom Management Strategies of Student Teachers on Their
Teaching Practice: Effect of their Cognitive Closure

a 2017

Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure

LOJDOVÁ, Kateřina; Kateřina VLČKOVÁ a Lucie ŠKARKOVÁ

Základní údaje

Originální název

Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure

Autoři

LOJDOVÁ, Kateřina; Kateřina VLČKOVÁ a Lucie ŠKARKOVÁ

Vydání

European Conference on Educational Research (ECER), Kodaň, 2017

Další údaje

Jazyk

angličtina

Typ výsledku

Konferenční abstrakt

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/00216224:14410/17:00094973

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

classroom management strategies; student teachers; need for cognitive closure

Klíčová slova anglicky

classroom management strategies; student teachers; need for cognitive closure

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 5. 4. 2018 15:25, doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.

Anotace

V originále

The aim of the research is to describe in detail the relation of need for cognitive closure of student teachers (pre-service teachers) and their classroom management strategies used on their long term teaching practice in lower secondary classes in the Czech Republic. The research is based on an integrated mixed methods design (Creswell & Plano Clark, 2011). The main, qualitative part 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. Need for cognitive closure (NFC) affects the use of classroom management strategies (CMS) of student teachers. Student teachers with higher NFC use more CMS oriented at rules and leading the classroom. The higher the NFC is the more the student teachers prefer teaching in frontal settings, deviate less from their lesson plan; require the student´s discipline more strictly, and insists on student´s following the rules. The students orientation on rules and directing the classroom is higher with larges classrooms. Qualitative data deepen typology of student teachers classroom management strategies.

Návaznosti

GA16-02177S, projekt VaV

Název: Strategie řízení třídy u studentů učitelství a zkušených učitelů (jejich cvičných učitelů) na druhém stupni základní školy

Investor: Grantová agentura ČR, Strategie řízení třídy u studentů učitelství a zkušených učitelů (jejich “cvičných učitelů”) na druhém stupni základní školy

Přiložené soubory

O_conference_abstract_ECER2017.pdf Verze souboru

Citovat

LOJDOVÁ, Kateřina; Kateřina VLČKOVÁ a Lucie ŠKARKOVÁ. Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure. In European Conference on Educational Research (ECER), Kodaň. 2017.

@proceedings{1390224,
   author = {Lojdová, Kateřina and Vlčková, Kateřina and Škarková, Lucie},
   booktitle = {European Conference on Educational Research (ECER), Kodaň},
   keywords = {classroom management strategies; student teachers; need for cognitive closure},
   language = {eng},
   title = {Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure},
   year = {2017}
}

TY  - CONF
ID  - 1390224
AU  - Lojdová, Kateřina - Vlčková, Kateřina - Škarková, Lucie
PY  - 2017
TI  - Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
KW  - classroom management strategies
KW  - student teachers
KW  - need for cognitive closure
N2  - The aim of the research is to describe in detail the relation of need for cognitive closure of student teachers (pre-service teachers) and their classroom management strategies used on their long term teaching practice in lower secondary classes in the Czech Republic. The research is based on an integrated mixed methods design (Creswell & Plano Clark, 2011). The main, qualitative part 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. Need for cognitive closure (NFC) affects the use of classroom management strategies (CMS) of student teachers. Student teachers with higher NFC use more CMS oriented at rules and leading the classroom. The higher the NFC is the more the student teachers prefer teaching in frontal settings, deviate less from their lesson plan; require the student´s discipline more strictly, and insists on student´s following the rules. The students orientation on rules and directing the classroom is higher with larges classrooms. Qualitative data deepen typology of student teachers classroom management strategies.
ER  -

LOJDOVÁ, Kateřina; Kateřina VLČKOVÁ a Lucie ŠKARKOVÁ. Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure. In \textit{European Conference on Educational Research (ECER), Kodaň}. 2017.

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