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.
Highlights
Woolfolk Hoy and Weinstein (2006) describe “classroom management” as an umbrella term covering topics such as “actions taken to create a productive, orderly learning environment ( . . . ) to elicit changes in students’ behavior ( . . . ) [and] to help students fulfill their responsibilities more effectively” (p. 181)
The present study aims to uncover, in a sample of Swiss vocational teachers, the associations between teachers’ beliefs, self-reported classroom management practices, and their prior teaching experience
This study aimed to describe the association between teachers’ beliefs, classroom management practices, and teaching experience
Summary
Woolfolk Hoy and Weinstein (2006) describe “classroom management” as an umbrella term covering topics such as “actions taken to create a productive, orderly learning environment ( . . . ) to elicit changes in students’ behavior ( . . . ) [and] to help students fulfill their responsibilities more effectively” (p. 181). Research on developmental stages (Huberman, 1989/1993) in teaching consistently indicates that classroom management is one of the most important, if not the most important, focuses of novice teachers. Many novice teachers believe that managing their classroom is a prerequisite to teaching content (Cochran-Smith & Villegas, 2016; Condon, Clyde, Kyle, & Hovda, 1993; Kilgore & Ross, 1993; McCormack, 2001; Pigge & Marso, 1997), a position Dewey (1904) defended nearly a century ago. Weinstein’s (1989) study on preservice teachers’ beliefs revealed that being able to motivate students, which is one of the aims of classroom management, is part of the preservice teachers’ image of what a good teacher is. Classroom management is a key competence: The Teaching and Learning International Survey
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