Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

Girardet, Céline; Berger, Jean-Louis

doi:10.14221/ajte.2018v43n4.8

Cited by 7 publications

(5 citation statements)

References 37 publications

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“…In line with prior research (Richardson and Watt, 2014;Girardet and Berger, 2018;Berger and Girardet, 2021), social utility value toward teaching was related to more teaching qualities than personal utility value. This indicates that it is important to promote (pre-service) teachers' motivation to contribute to society and enhance social equity.…”

Section: Discussionsupporting

confidence: 87%

“…For example, König and Rothland (2012) found a negative association between "job security" motives with pedagogical knowledge of pre-service teachers on a first measurement, but a positive effect on learning gain over the course of 1 year. In contrast, Girardet and Berger (2018) showed that teachers with personal utility values showed a less adaptive change in classroom management style focusing on structure after a teacher education program. Positive associations of personal utility values have been found with career interest (Giersch, 2016) and job satisfaction (Liu et al, 2020).…”

Section: Motivation: Utility Valuesmentioning

confidence: 86%

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Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch TALIS-2018 Data

Ouwehand

Meeuwisse

et al. 2022

Front. Educ.

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Several studies show that teaching quality is an important predictor of students’ academic achievement. However, less is known about factors that are important for teaching quality. In the present study, it was hypothesized that school population composition [i.e., students’ socioeconomic status (SES) and migration background], workload, and teachers’ utility values toward teaching would be important factors related to their teaching quality. The Dutch Teaching and Learning International Survey (TALIS) 2018 was explored (N = 1,884, secondary school teachers and 116 school leaders) to test our hypotheses. Data gathering followed a two-step procedure. Firstly, 200 schools were randomly selected. Secondly, 20 teachers within each school were randomly selected. Multi-item scales operationalized teaching quality on teachers’ self-reported classroom management, cognitive activation, clarity of instruction, and positive student-teacher relationships. Multilevel analyses showed that teachers’ social utility value was positively associated with all dimensions of teaching quality, whereas personal utility value was only associated with classroom management and clarity of instruction. Teachers working at schools with moderate shares of students from a socioeconomically disadvantaged background reported higher clarity of instruction (β = 0.42), and moderate and high shares report lower cognitive activation (β = –0.40, β = –0.33, respectively) than those working at schools with low shares. Student-teacher relationships were rated more positively by teachers working at schools that reported no students with a migrant background than those working at schools with a small share (β = 0.33). Moreover, teachers working at schools with high shares of students with migration backgrounds (β = –0.17) reported more negative relationships. These results suggest that dealing with low-SES students at schools affects the cognitively-focused elements of teaching quality, while dealing with students with a migration background seems to affect the social teaching qualities of teachers.

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Section: Discussionsupporting

confidence: 87%

Section: Motivation: Utility Valuesmentioning

confidence: 86%

Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch TALIS-2018 Data

Ouwehand

Meeuwisse

et al. 2022

Front. Educ.

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“…Herzberg's two-factor theory underscores the relationship with administrators at work as need (Herzberg & B. & Snyderman, 1959).A novice teacher needs the support of the principal (Fisher, 2011) and professional sharing with colleagues (Buchanan et al, 2013) who helps him/her in suggesting better ways to manage the classroom (Girardet & Jean-Louis, 2018). Moreover, both mentorship and team teaching help novice teachers to stay motivated and overcome challenges in managing classrooms (Akdağ & Haser, 2016;Bickmore & Bickmore, 2010).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore

Saleem¹

2020

PSSR

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The purpose of this study was to develop an understanding of the support needs which novice teachers considered essential in their initial three years of service. A basic qualitative research design was used, and semi-structured interviews were conducted with a purposive sample comprising of 20 novice teachers who had less than three years of teaching experience at public-elementary schools in Lahore. The result of the study indicated that novice teachers considered that both principal and senior teachers should guide them. It was found that half of the interviewed teachers were satisfied with the support of the principal and senior teachers, whereas other half reported principal did not help them, and senior teachers were involved in leg-pulling. Most principals were co-operative, and novice teachers could discuss their classroom management challenges with them like student's absence, behavioral challenges, cleanliness, and lack of interest of parents/over-involvement. Whereas some reported their principal did not listen to their challenges, and they could not discuss challenges with them. Most teachers received suggestions from principals such as keeping students involved, teaching slowly, and dealing with students' behavioral challenges patiently.

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“…Pour certain(e)s des enseignant(e)s 5. Sur ces travaux, voir notamment , Girardet et Berger (2018), Girardet et Berger (2017).…”

Section: L'univers Des Croyances Préalablesunclassified

“…Nos exemples s'ancrent dans des contextes institutionnels valorisant des pratiques et croyances pédagogiques transmissives, plutôt centrées sur les enseignant(e)s. Nous imaginons cependant que l'impact du contexte et des groupes professionnels sur les croyances et pratiques des enseignant(e)s peut être tout aussi fort dans un établissement encourageant des pratiques plus constructivistes et centrées sur les élèves. Un environnement professionnel favorisant l'autonomie des enseignant(e)s peut faciliter l'expérimentation de pratiques innovantes (Girardet et Berger, 2018), expérimentation qui peut jouer un rôle déterminant dans l'évolution des croyances, comme nous l'avons vu dans la section précédente. Dans tous les cas, le contexte dans lequel exercent les enseignant(e)s représente un des univers de référence de leurs croyances et pratiques.…”

Section: L'univers De La Pratique Professionnelleunclassified

Origines et évolutions des croyances et pratiques des enseignant(e)s de la formation professionnelle en Suisse

Girardet¹

2020

ries

Self Cite

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Revue internationale d'éducation de Sèvres 84 | septembre 2020 Croyances et pratiques professionnelles des enseignants Référence électronique Céline Girardet, « Origines et évolutions des croyances et pratiques des enseignant(e)s de la formation professionnelle en Suisse », Revue internationale d'éducation de Sèvres [En ligne], 84 | septembre 2020, mis en ligne le 01 septembre 2022, consulté le 26 mars 2021. URL :

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Factors Influencing the Evolution of Vocational Teachers’ Beliefs and Practices Related to Classroom Management during Teacher Education

Cited by 7 publications

References 37 publications

Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch TALIS-2018 Data

Impact of School Population Composition, Workload, and Teachers’ Utility Values on Teaching Quality: Insights From the Dutch TALIS-2018 Data

Support Needs of Novice Public-School Teachers for Effective Management of Elementary Level Classrooms in Lahore

Origines et évolutions des croyances et pratiques des enseignant(e)s de la formation professionnelle en Suisse

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