EERA
EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
Author(s):Katerina Lojdova (presenting), Katerina Vlckova (presenting), Lucie Skarkova
Conference:ECER 2017
Network:10. Teacher Education Research
Format:Paper
Session Information
10 SES 01 A, Well-being of Teachers
Paper Session
Time:2017-08-22 13:15-14:45
Room:K5.18
ChainAnna Beck
Contribution
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
Objective
The aim of the paper is to describe classroom management strategies of student teachers on the level of lower secondary schools (ISCED 2A).
Research question
How do student teachers'classroom management strageties during their teaching practice differ according to their need for cognitive closure?
Theoretical Framework
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 studenthigh achievement (Stronge, Ward, & Grant, 2011) and contributes to teacher remaining in the profession. The first years of teaching are reported to be the most challenging and numbers of beginning teachers leave their profession
during the first three years (Taylor & Dale, 1971; Veenman, 1984, Smith & Ingersoll, 2004). One of the biggest challenges faced by both student teachers and beginning teachers is struggling with CM and discipline (Bromfield, 2006; Dickson et al., 2014). The main reason is found to be the disconnection between what student teachers know about teaching from their teacher education and what they experience in their classrooms (Stoughton et al., 2007).
One of the key personal characteristics influencing teacher's choice and use of classroom management strategies can be their need for cognitive closure (NFC) which can be defined as individual's motivation in relation to information processing and judgement, respective as a desire for an answer in order to end further information processing and judgment, even if that answer is not the correct or best answer (Webster & Kruglanski, 1994). NFC represents a relatively stable dispositional characteristics of a person but it can be temporarily increased by situational determinants (time pressure, stress) or decreased (fear from mistakes based on fast judgement).
Although the importance of effective CM is repeatedly emphasised, there is only little research on CM strategies of student teachers or beginning teachers. Contemporary research shows that teachers use reactive strategies more often than proactive ones at the beginning of their careers (Reupert & Woodcock, 2010), and that student teachers also apply strategies of giving punishment for misbehaviour and giving rewards to positive behaviour more often that experienced teachers (Sueb, 2013). Experienced teachers exert less control over classroom activities and student behaviour than beginning teachers (Ritter & Hancock, 2007). Research on need of cognitive closure in relation to classroom management strategies of student teachers is a new research perspective.
Method
Aim
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.
Methods
The research is based on an integrated mixed methods design (Creswell & Piano 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.
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; Czech version Sirucek, 2014). 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.
Sample
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).
Expected Outcomes
Findings
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 (R = .28, p < .05). 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 (R = .25, p < .05). There is no statistically significant gender effect on CMS of student teachers. There are no significant differences in CMS regarding different school subject (languages, social sciences, and natural sciences) as well as in the NFC.
Qualitative data deepen typology of student teachers classroom management strategies. We describe in detail CMS, its characteristics and effects in the classroom. This theory could be beneficial in preservice teacher training in European
countries, because novice teachers share resembling situation within this context. Significance
This research project has potentially strong research policy nexus. It can contribute to educational policy (enriching Teachers profession quality standard) and curricula development (future teacher's education). Research outcomes will contribute to understanding student teachers deal with the classroom settings.
References
Bromfield, C. (2006). PGCE secondary trainee teachers and effective behaviour management. Support for Learning, 21(4), 188-193.
Christofferson, M., Sullivan, A., & Bradley, E. (2015). Preservice teachers' classroom management training. Psychology in the Schools, 52(3), 248-264.
Creswell, J. W., & Piano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks: Sage. Dickson, M. et al. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 1.
Martin, N. K. & Sass, D. A. (2010). Construct validation of the BIMS. Teaching and Teacher Education, 26(5), 1124-1135. Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers' use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268.
Ritter, J. T, & Hancock, R. D. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23(7), 1206-1216. Roets, A. & Van Hiel, A.(2011). Item selection and validation of a 15-item version of the Need for Closure Scale. Personality and Individual Differences, 50, 90-94.
Širůček, J., Ťápal, A., & Linhartová, P. (2014). Potřeba poznávání: Studie psychometrických charakteristik zkrácené české verze Škály potřeby poznávání (Need for Cognition: Psychometric properties of the Czech version of the short Need for Cognition Scale). Czechoslovak Psychology, 58(1), 52-61.
Smith, T, & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Stoughton, E. et al. (2007). Pre-service teachers reflect on classroom management. Teaching and Teacher Education, 23(7), 29-51.
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62, 339-355.
Sueb, R. (2013). Pre-service Teachers' Classroom Management in Secondary School: Managing for Success in Teaching and Learning. Procedia - Social and Behavioral Sciences, 90, 670-676.
TaylorJ.K. & Dale,I.R.(1971). A survey of teachers in their first year of service. Bristol: University of Bristol. Veenman,S.(1984). Perceived problems of beginning teachers. Review of Educational Research,54, 143-178. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67(6), 1049-1062.
Author Information
Katerina Lojdova (presenting)
Faculty of Education, Masaryk University
Department of Education
Brno
Katerina Vlckova (presenting) Masaryk University
Faculty of Education, Department of Education Brno
Lucie Skarkovä Masaryk university Department of Education Brno