Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network

Abstract

Classroom management is an important topic in teacher education, as it has a strong impact on students’ engagement. However, untangling the concepts influencing teachers’ classroom management practices is a question that needs further investigation. Using data from a survey of 154 vocational teachers participating in teacher education, this study examined associations between classroom management practices, teaching experience, and teachers’ beliefs (general pedagogical beliefs, beliefs about student motivation, and self-efficacy beliefs). Results highlighted associations between the different types of beliefs, and between teachers’ beliefs and practices. Teaching experience was positively related to self-efficacy and beliefs in constructivism but did not impact practices. © 2018, © The Author(s) 2018.

Keywords

Author Keywords

Teacher Education teaching experience beliefs about student motivation classroom management practices general pedagogical beliefs self-efficacy beliefs

Index Keywords

Author Affiliations

École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland

Université de Genève, Geneva, Switzerland

Funding & Acknowledgements

Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF

Grant: 100019_146351

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The data were drawn from the research project “The Evolution of Teachers’ Conceptions During Teacher Education,” founded by the Swiss National Science Foundation (Grant N°100019_146351; primary investigator: Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training; co-investigators: Marcel Crahay, University of Geneva, and Carmela Aprea, Friedrich-Schiller-Universität Jena).

Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The data were drawn from the research project “The Evolution of Teachers’ Conceptions During Teacher Education,” founded by the Swiss National Science Foundation (Grant N°100019_146351; primary investigator: Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training; co-investigators: Marcel Crahay, University of Geneva, and Carmela Aprea, Friedrich-Schiller-Universität Jena).

Université de Genève, UNIGE

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The data were drawn from the research project “The Evolution of Teachers’ Conceptions During Teacher Education,” founded by the Swiss National Science Foundation (Grant N°100019_146351; primary investigator: Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training; co-investigators: Marcel Crahay, University of Geneva, and Carmela Aprea, Friedrich-Schiller-Universität Jena).

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Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network

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