Classroom Management: Approaches of Student Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F16%3A00088200" target="_blank" >RIV/00216224:14410/16:00088200 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Classroom Management: Approaches of Student Teachers

Popis výsledku v původním jazyce

This conference paper is focused on classroom management approaches of student teachers. Classroom management (CM) can be viewed as a system of strategies employed by a teacher to influence the physical and social space of the classroom to foster an environment where learning can occur (Christofferson, Sullivan, &amp; Bradley, 2015). Classroom management skills are crucial for teachers to create classroom settings where students can learn as effective CM leads to student high achievement (Stronge, Ward, &amp; Grant, 2011) and contributes to teacher remaining in the profession. The first years of teaching are usually reported to be the most challenging. The aim of the research is to describe in detail CMS of student teachers (pre-service teachers) on their long term teaching practice in lower secondary classes. The research is based on an integrated mixed methods design (Creswell &amp; Plano Clark, 2011). While this is research in progress, we present only qualitative part.

Název v anglickém jazyce

Classroom Management: Approaches of Student Teachers

Popis výsledku anglicky

This conference paper is focused on classroom management approaches of student teachers. Classroom management (CM) can be viewed as a system of strategies employed by a teacher to influence the physical and social space of the classroom to foster an environment where learning can occur (Christofferson, Sullivan, &amp; Bradley, 2015). Classroom management skills are crucial for teachers to create classroom settings where students can learn as effective CM leads to student high achievement (Stronge, Ward, &amp; Grant, 2011) and contributes to teacher remaining in the profession. The first years of teaching are usually reported to be the most challenging. The aim of the research is to describe in detail CMS of student teachers (pre-service teachers) on their long term teaching practice in lower secondary classes. The research is based on an integrated mixed methods design (Creswell &amp; Plano Clark, 2011). While this is research in progress, we present only qualitative part.

Druh

O - Ostatní výsledky

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA16-02177S" target="_blank" >GA16-02177S: Strategie řízení třídy u studentů učitelství a zkušených učitelů (jejich cvičných učitelů) na druhém stupni základní školy</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů