a
2017
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
LOJDOVÁ, Kateřina, Kateřina VLČKOVÁ a Lucie ŠKARKOVÁ
Základní údaje
Originální název
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
Autoři
LOJDOVÁ, Kateřina (203 Česká republika, garant, domácí), Kateřina VLČKOVÁ (203 Česká republika, domácí) a Lucie ŠKARKOVÁ (203 Česká republika)
Vydání
European Conference on Educational Research (ECER), Kodaň, 2017
Další údaje
Typ výsledku
Konferenční abstrakta
Obor
Pedagogika a školství
Stát vydavatele
Česká republika
Utajení
není předmětem státního či obchodního tajemství
Kód RIV
RIV/00216224:14410/17:00094973
Organizace
Pedagogická fakulta – Masarykova univerzita – Repozitář
Klíčová slova česky
classroom management strategies; student teachers; need for cognitive closure
Klíčová slova anglicky
classroom management strategies; student teachers; need for cognitive closure
Návaznosti
GA16-02177S, projekt VaV.
V originále
amp; Plano Clark, 2011). The main, qualitative part is designed as field research based on ethnographic research design. Its aim is to describe conceptions (via interviews and reflective teaching diaries) and use (via observation with video recordings and its transcription) of CMS of student teachers. Need for cognitive closure (NFC) affects the use of classroom management strategies (CMS) of student teachers. Student teachers with higher NFC use more CMS oriented at 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; require the student´s discipline more strictly, and insists on student´s following the rules. The students orientation on rules and directing the classroom is higher with larges classrooms. Qualitative data deepen typology of student teachers classroom management strategies.
Zobrazeno: 20. 10. 2024 00:02