Session Information
Session 2C, Network 10 papers
Papers
Time:
2002-09-12
09:00-10:30
Room:
Faculty of Psychology and Educational Sciences Room 10
Chair:
Rosie Turner-Bisset
Contribution
This research is addressed to analyse Pre-scholar and Primary (EIP), Secondary (ES) and Superior (EU) Education teachers' implicit theories on Classroom discipline and management (CDM). Teachers' Implicit Theories Questionnaire on Education, adapted to all educational levels, was administered to 276 teachers (36.6% EIP, 20.7 ES and 42.8% EU). The analysis, employing an adaptation of Rosch tipicity and polarity indexes, and Principal Component Analysis, permitted: 1. To establish profiles, integrated by ideas more or less representatives concerning discipline and management, for teachers' implicit theories on CDM in each educational level. 2. To verify that there are not exclusive or polarised ideas towards a specific educational level. 3. To state the contribution of CDM conceptions to teachers' general beliefs structure on education in each educational level.
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