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

Jean-Louis Berger, Céline Girardet, Cynthia Vaudroz and Marcel Crahay

SAGE Open, 2018, vol. 8, issue 1, 2158244017754119

Abstract: 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.

Keywords: teacher education; classroom management practices; teaching experience; general pedagogical beliefs; beliefs about student motivation; self-efficacy beliefs (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:8:y:2018:i:1:p:2158244017754119

DOI: 10.1177/2158244017754119

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