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

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.

Mathematical Connections Made by Teacher in Linear Program: An Ethnographical Study

“…The teaching experience in the 12-year acceleration program made the teacher want to complete the material; the teacher was impatient if she waited for students to find their concepts and preferred to notify students directly, it indicates that teacher see students as passive recipients (OECD, 2009). BE have a total of 30 years of teaching experience which can be said to be experienced teacher (Gonzalez & Carter, 1996;Berger, Girardet, Vaudroz, & Crahay, 2018). The belief about the transfer of knowledge possessed by teachers makes the findings of Berger, Girardet, Vaudroz, & Crahay which states that the more experience the teachers have, the belief in constructivism will be better than knowledge, does not happen to BE.…”

“…The teacher's decision to not immediately inform the mathematical connection that exists but to invite students to find it for themselves is the right action, because each student will try to understand all the information they get, and they will understand the information, therefore students need to actively build knowledge in their own minds (Piaget, 1973;Ültanır, 2012;Bada, 2015). Moreover, teachers need to support students autonomy and provide a strong structure to facilitate students constructing the relevance of the learning carried out (Berger, Girardet, Vaudroz, & Crahay, 2018).…”

Information Literacy in Class Culture-Based Learning

“…The demands of society for efficiency, productivity, quality, effectiveness, and the usefulness of the teaching results in higher education are getting higher. However, there are usually some problems that hinder the success of the learning process, suh as low participation of students in the teaching and learning activities in the classroom [8], [9]. Many students tend to just sit, be quiet, and just listen to the lecture without giving any relevant response to the course materials.…”

Les croyances des enseignants sur la gestion de la classe et la promotion de l’engagement des élèves : articulations aux pratiques enseignantes et évolution par la formation pédagogique

“…Premièrement, des croyances pédagogiques seront abordées : les croyances sur la motivation des élèves et sur l'enseignement et l'apprentissage en général ; deuxièmement, les croyances autocentrées de sentiment d'efficacité personnelle seront traitées. Enfin, les liens entre croyances et pratiques seront illustrés avec un exemple tiré d'une étude réalisée par les auteurs (Berger, Girardet, Vaudroz et al, 2018).…”

“…Dans une étude récente (Berger,Girardet, Vaudroz et al, 2018), nous avons analysé les relations entre croyances et pratiques de gestion de classe dans un échantillon de 154 enseignants en école professionnelle suivant, en cours d'emploi, une formation à l'enseignement. Les participants ont complété plusieurs échelles évaluant diverses croyances ainsi que des vignettes évaluant leurs pratiques déclarées de gestion de classe :− a) motivation intrinsèque pour gérer la classe (indice d'autonomie relative ; Fernet, Senécal, Guay et al, 2008) ; − b) sentiment d'efficacité pour la gestion de classe et pour l'engagement des élèves (Tschannen-Moran & Woolfolk Hoy, 2001) ; − c) croyances pédagogiques générales (constructivisme vs transmission directe ; Chan& Elliot, 2004 ; OCDE, 2009 ;Staub & Stern, 2002) ; − d) croyances relatives à l'utilité de diverses façons de motiver les élèves (promotion de la motivation intrinsèque ou extrinsèque ;…”