Detailed Information on Publication Record
2017
Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure
LOJDOVÁ, Kateřina, Kateřina VLČKOVÁ and Lucie ŠKARKOVÁBasic 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
Language
English
Type of outcome
Konferenční abstrakta
Field of Study
Pedagogy and education
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
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.
Změněno: 4/9/2020 13:04, RNDr. Daniel Jakubík
Abstract
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.