SavedAdd your journal

Journals / International Journal of Modern Education Studies / 2021 / Cilt: 5 - Sayı: 2

Classroom management of pre-service and beginning teachers: From dispositions to performance

Robin JUNKER
Manfred HOLODYNSKİ
Bernadette GOLD
Pages
339–363
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Implications for further research on classroom management are discussed.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Classroom management is a central aspect of effective teaching.
📊
Key Findings & Data:Professional knowledge, self-efficacy, professional vision, and performance of 206 pre-service and beginning teachers were measured.
💡
Conclusion & Impact:Implications for further research on classroom management are discussed.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Classroom management · professional vision · performance

Abstract

Classroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement. Unfortunately, pre-service and beginning teachers lack on classroom management competence. Therefore, this study aims to find out, which classroom management facets pre-service and beginning teachers struggle with and how they are associated with each other. Professional knowledge, self-efficacy, professional vision, and performance of 206 pre-service and beginning teachers were measured. As a result, medium to high levels of classroom management competence were found. Although self-efficacy and knowledge were partially associated with professional vision, professional vision was not significantly related to performance. Implications for further research on classroom management are discussed.

🔖

Cite This Article

JUNKER, R., HOLODYNSKİ, M., GOLD, B. (2022). Classroom management of pre-service and beginning teachers: From dispositions to performance. International Journal of Modern Education Studies, Cilt: 5 - Sayı: 2, 339–363. https://ajindex.com/articles/541437

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Aiken, L. S., & West, S. G. (1991). Multiple Regression: Testing and Interpreting Interactions. Thousand Oaks, London, New Dehli: SAGE Publications Inc. Anderson, L., Evertson, C., & Brophy, J. (1979). An experimental study of effective teaching in first-grade reading groups. Elementary School Journal, 79, 193–223.
  2. Bandura, A. (1997). Self Efficacy: The Exercise of Control. Freeman. Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers' professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (pp. 25–48).
  3. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157
  4. Björk, L., Stengård, J., Söderberg, M., Andersson, E., & Wastensson, G. (2019). Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance? Teachers and Teaching, 25(8), 955–971.
  5. Blömeke, S., & Kaiser, G. (2017). Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined. In D. J. Clandini, & J. Husu (Eds.), International Handbook on Research on Teacher Education (pp. 783–802).
  6. Sage. Blömeke, S., Gustafsson, J.-E., & Shavelson, J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223, 3–13.
  7. Blömeke, S., König, J., Busse, A., Suhl, U., Benthien, J., Döhrmann, M., & Kaiser, G. (2014). Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht. Zeitschrift für Erziehungswissenschaft, 17(3), 509–542.
  8. Charles, C. M. (2013). Building classroom discipline (11th ed.). Pearson. Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284 290. Cocca, M., Dimas Castro, J., Espino Verdugo, F., & Cocca, A. (2019). Effect of a video-based reflection program on teachers’ professional vision, self-efficacy, and students’ motivational climate. 11th International Conference on Education and New Learning Technologies. Cohen, J., Cohen, P., Leona S. A., West, S. H. (2003). Appl