Factors Influencing the Evolution of Vocational Teachers' Beliefs and Practices Related to Classroom Management during Teacher Education
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| Title: | Factors Influencing the Evolution of Vocational Teachers' Beliefs and Practices Related to Classroom Management during Teacher Education |
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| Language: | English |
| Authors: | Girardet, Céline, Berger, Jean-Louis |
| Source: | Australian Journal of Teacher Education. Apr 2018 43(4):138-158. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Vocational Education Teachers, Teacher Attitudes, Beliefs, Teaching Methods, Classroom Techniques, Teacher Education Programs, Longitudinal Studies, Mixed Methods Research, Teaching Experience, Foreign Countries, Likert Scales, Semi Structured Interviews, Preservice Teachers, Preservice Teacher Education, Constructivism (Learning) |
| Geographic Terms: | Switzerland |
| ISSN: | 0313-5373 |
| Abstract: | Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers' classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers' classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers' evolutions. Moreover, influential people, providing alternative strategies for teachers to try in their classrooms, and questioning teaching practices, were found to influence teachers' change. Finally, this study emphasizes the importance of the congruence between teacher education and the teaching context as well as the influence of school norms on teacher change. |
| Abstractor: | As Provided |
| Number of References: | 70 |
| Entry Date: | 2018 |
| Accession Number: | EJ1177408 |
| Database: | ERIC |
| Abstract: | Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers' classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers' classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers' evolutions. Moreover, influential people, providing alternative strategies for teachers to try in their classrooms, and questioning teaching practices, were found to influence teachers' change. Finally, this study emphasizes the importance of the congruence between teacher education and the teaching context as well as the influence of school norms on teacher change. |
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| ISSN: | 0313-5373 |
