10 SES 01 A, Well-being of Teachers
The aim of the paper is to describe classroom management strategies of student teachers on the level of lower secondary schools (ISCED 2A).
How do student teachers´classroom management strageties during their teaching practice differ according to their need for cognitive closure?
Classroom management (CM) can be viewed as a system of strategies employed by a teacher to influence the physical and social space of the classroom to foster an environment where learning can occur (Christofferson, Sullivan, & Bradley, 2015). Classroom management skills are crucial for teachers to create classroom settings where students can learn as effective CM leads to studenthigh achievement (Stronge, Ward, & Grant, 2011) and contributes to teacher remaining in the profession. The first years of teaching are reported to be the most challenging and numbers of beginning teachers leave their profession during the first three years (Taylor & Dale, 1971; Veenman, 1984, Smith & Ingersoll, 2004). One of the biggest challenges faced by both student teachers and beginning teachers is struggling with CM and discipline (Bromfield, 2006; Dickson et al., 2014). The main reason is found to be the disconnection between what student teachers know about teaching from their teacher education and what they experience in their classrooms (Stoughton et al., 2007).
One of the key personal characteristics influencing teacher´s choice and use of classroom management strategies can be their need for cognitive closure (NFC) which can be defined as individual´s motivation in relation to information processing and judgement, respective as a desire for an answer in order to end further information processing and judgment, even if that answer is not the correct or best answer (Webster & Kruglanski, 1994). NFC represents a relatively stable dispositional characteristics of a person but it can be temporarily increased by situational determinants (time pressure, stress) or decreased (fear from mistakes based on fast judgement).
Although the importance of effective CM is repeatedly emphasised, there is only little research on CM strategies of student teachers or beginning teachers. Contemporary research shows that teachers use reactive strategies more often than proactive ones at the beginning of their careers (Reupert & Woodcock, 2010), and that student teachers also apply strategies of giving punishment for misbehaviour and giving rewards to positive behaviour more often that experienced teachers (Sueb, 2013). Experienced teachers exert less control over classroom activities and student behaviour than beginning teachers (Ritter & Hancock, 2007). Research on need of cognitive closure in relation to classroom management strategies of student teachers is a new research perspective.
Bromfield, C. (2006). PGCE secondary trainee teachers and effective behaviour management. Support for Learning, 21(4), 188–193. Christofferson, M., Sullivan, A., & Bradley, E. (2015). Preservice teachers’ classroom management training. Psychology in the Schools, 52(3), 248–264. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks: Sage. Dickson, M. et al. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 1. Martin, N. K. & Sass, D. A. (2010). Construct validation of the BIMS. Teaching and Teacher Education, 26(5), 1124-1135. Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261–1268. Ritter, J. T., & Hancock, R. D. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23(7), 1206–1216. Roets, A. & Van Hiel, A.(2011). Item selection and validation of a 15-item version of the Need for Closure Scale. Personality and Individual Differences, 50, 90–94. Širůček, J., Ťápal, A., & Linhartová, P. (2014). Potřeba poznávání: Studie psychometrických charakteristik zkrácené české verze Škály potřeby poznávání (Need for Cognition: Psychometric properties of the Czech version of the short Need for Cognition Scale). Czechoslovak Psychology, 58(1), 52–61. Smith, T., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. Stoughton, E. et al. (2007). Pre-service teachers reflect on classroom management. Teaching and Teacher Education, 23(7), 29–51. Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62, 339–355. Sueb, R. (2013). Pre-service Teachers’ Classroom Management in Secondary School: Managing for Success in Teaching and Learning. Procedia - Social and Behavioral Sciences, 90, 670–676. Taylor,J.K. & Dale,I.R.(1971). A survey of teachers in their first year of service. Bristol: University of Bristol. Veenman,S.(1984). Perceived problems of beginning teachers. Review of Educational Research,54, 143–178. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67(6), 1049-1062.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.