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.

Considering the crucial goals dependent on classroom management, such as creating a classroom environment conducive to student learning and facilitating student engagement and motivation, it is an important skill for teachers to learn. Accordingly, this literature review aims at untangling the factors influencing the evolution of teachers' classroom management beliefs and practices, offering a review and synthesis of the studies on this topic. A systematic review of 24 qualitative, quantitative and mixed-method longitudinal empirical studies focused on teacher change in classroom management resulted in the following findings: prior beliefs, the teaching context and teachers' own limited willingness to change were identified as the main obstacles to teacher change. Programmes that include activities focused on (i) reflecting on prior beliefs, (ii) studying alternative practices, (iii) enacting those practices, and (iv) reflecting on action (v) in a collaborative learning environment seem to be successful in eliciting change in classroom management. Finally, this review suggests that it useful to design programmes that build bridges between the different settings in which the teacher learns. beneficial for student engagement and motivation (Reeve et al., 2004). Despite teacher education and professional development programmes aimed at implementing student-centred and constructivist practices, traditional school cultures have been dominant in education for years. Indeed, teachers tend to use practices that are not in line with educational reforms and tend to perpetuate a traditional and transmissive approach to teaching (Andrew, 2007;Richardson, 2003). It is important to understand why this traditional model perpetuates.Studies examining teacher education or professional development programmes come to diverse conclusions regarding the effects of such programmes on teachers' classroom management beliefs and practices. This lack of consensus is often used as a rationale to conduct more studies on the topic, but only a few studies addressed the question of what elements in such programmes hinder or facilitate teacher change toward beliefs and practices that have been proven to foster student learning. Thus, the key word that drives this literature review is 'why'? Why do some teachers change over time, while others do not? The way teachers think and behave is embedded in their professional lives, which include their school context, their prior experiences as students, and the learning opportunities they have encountered. Any particular change in beliefs or practices is most probably not caused by a single element. It is more likely that there are multiple interacting factors responsible for any evolution.Considering the crucial goals dependent on classroom management, such as creating a classroom environment conducive to student learning and facilitating student engagement and motivation, it is an important skill for teachers to learn. Accordingly, it is important to understand factors that can help teachers adopt opti...

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Purpose -Potential teacher shortage and low esteem of vocational education and training (VET) educator profession, together with the importance of attracting individuals best suited for the profession, lead to concerns about the reasons why people become VET educators as a second career. Accordingly, the purpose of this paper is to investigate the determinants of career choice in Swiss VET educators using an adaption of the Factors Influencing Teaching Choice framework . Design/methodology/approach -With a sample of 605 VET educators undergoing initial teacher training, the authors first provide a description of the determinants of career choice at the sample level, based on a motivational model and analyze differences in these determinants between three types of VET educators. Then, the authors contrast it to the conclusions of other studies on teachers' career choice. Findings -There are somewhat different determinants driving this career choice depending on the type of educators. In terms of motivation, intrinsic value is the most important determinant of a career as VET teacher. VET educators value the activity of teaching more than the potential advantages it may offer. Originality/value -The findings of the research provide an insight into VET teachers' career choice and how to promote the attractiveness of the profession.

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