Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network

By Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz, M. Crahay. 2018

112 citations recorded by the source corpus.

Classroom management is an important topic in teacher education, as it has a strong impact on students’ engagement. However, untangling the concepts influencing teachers’ classroom management practices is a question that needs further investigation. Using data from a survey of 154 vocational teachers participating in teacher education, this study examined associations between classroom management practices, teaching experience, and teachers’ beliefs (general pedagogical beliefs, beliefs about student motivation, and self-efficacy beliefs). Results highlighted associations between the different types of beliefs, and between teachers’ beliefs and practices. Teaching experience was positively related to self-efficacy and beliefs in constructivism but did not impact practices.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8329aa91a6ebb03caedef1a2bc8618dba655ddba