Detailed Information on Publication Record

LOJDOVÁ, Kateřina, Kateřina VLČKOVÁ and Lucie ŠKARKOVÁ. Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure. In European Conference on Educational Research (ECER), Kodaň. 2017.

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Basic information
Original name	Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
Authors	LOJDOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution), Kateřina VLČKOVÁ (203 Czech Republic, belonging to the institution) and Lucie ŠKARKOVÁ (203 Czech Republic).
Edition	European Conference on Educational Research (ECER), Kodaň, 2017.

Other information
Original language	English
Type of outcome	Konferenční abstrakta
Field of Study	Pedagogy and education
Country of publisher	Czech Republic
Confidentiality degree	is not subject to a state or trade secret
RIV identification code	RIV/00216224:14410/17:00094973
Organization	Pedagogická fakulta – Repository – Repository
Keywords (in Czech)	classroom management strategies; student teachers; need for cognitive closure
Keywords in English	classroom management strategies; student teachers; need for cognitive closure
Links	GA16-02177S, research and development project.
Changed by	Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 4/9/2020 13:04.

Abstract
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.

Abstract

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.