@proceedings{24907,
   author = {Vlčková, Kateřina and Mareš, Jan and Lojdová, Kateřina},
   booktitle = {EARLI - The European Association for Research on Learning and Instruction, Tampere},
   keywords = {classroom management strategies; need for cognitive closure; student teachers},
   language = {eng},
   title = {Need for Cognitive Closure of Student Teachers and Their Classroom Management Strategies in Their Teaching Practice},
   year = {2017}
}

TY  - CONF
ID  - 24907
AU  - Vlčková, Kateřina - Mareš, Jan - Lojdová, Kateřina
PY  - 2017
TI  - Need for Cognitive Closure of Student Teachers and Their Classroom Management Strategies in Their Teaching Practice
KW  - classroom management strategies
KW  - need for cognitive closure
KW  - student teachers
N2  - 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.
ER  - 

VLČKOVÁ, Kateřina, Jan MAREŠ and Kateřina LOJDOVÁ. Need for Cognitive Closure of Student Teachers and Their Classroom Management Strategies in Their Teaching Practice. In \textit{EARLI - The European Association for Research on Learning and Instruction, Tampere}. 2017.