Detailed Information on Publication Record
2017
Need for Cognitive Closure of Student Teachers and Their Classroom Management Strategies in Their Teaching Practice
VLČKOVÁ, Kateřina, Jan MAREŠ and Kateřina LOJDOVÁBasic information
Original name
Need for Cognitive Closure of Student Teachers and Their Classroom Management Strategies in Their Teaching Practice
Name in Czech
Potřeba kognitivní uzavřenosti studentů učitelství a jejich strategie řízení třídy
Authors
VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution), Jan MAREŠ (203 Czech Republic, belonging to the institution) and Kateřina LOJDOVÁ (203 Czech Republic, belonging to the institution)
Edition
EARLI - The European Association for Research on Learning and Instruction, Tampere, 2017
Other information
Language
English
Type of outcome
Konferenční abstrakta
Field of Study
Pedagogy and education
Country of publisher
Finland
Confidentiality degree
není předmětem státního či obchodního tajemství
RIV identification code
RIV/00216224:14410/17:00094666
Organization
Pedagogická fakulta – Repository – Repository
Keywords (in Czech)
strategie řízení třídy; potřeba kognitivní uzavřenosti; studenti učitelství
Keywords in English
classroom management strategies; need for cognitive closure; student teachers
Links
GA16-02177S, research and development project.
Změněno: 3/9/2020 23:18, RNDr. Daniel Jakubík
Abstract
V originále
amp; Van Hiel, 2011; Czech version Širůček et al., 2014). Confirmatory factor analysis and reliability estimates supported the predicted structure of the two scales. NFC is reflected in the CMS of student teachers. Student teachers with higher NFC use more CMS focused on rules and leading the classroom. The higher the NFC is the more the student teachers prefer teaching in frontal settings, deviate less from their lesson plan; they have more strict requirements of student´s discipline, and insist on students to follow the rules. These findings show that NFC plays an important role in teacher behaviour and should be therefore reflected in teacher education as well.