Classroom Management Strategies of Student Teachers on Their Teaching Practice: Effect of their Cognitive Closure

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Publikace nespadá pod Filozofickou fakultu, ale pod Pedagogickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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LOJDOVÁ Kateřina ŠKARKOVÁ Lucie VLČKOVÁ Kateřina

Rok publikování 2017
Druh Další prezentace na konferencích
Fakulta / Pracoviště MU

Pedagogická fakulta

Citace
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Popis The aim of the paper is to describe how do student teachers´classroom management strageties during their teaching practice differ according to their need for cognitive closure. The qualitative video-research sample consisted of 6 student teachers on their long term practice in 6 lower secondary comprehensive classes from 6 schools (ISCED 2A) in the Czech Republic. From each student teacher we videotaped (teacher camera, students´ camera) 6 lessons taught in Czech language or History in 1 class and conducted an interview and questionnaire (BIMS, NFCS) and reflective diaries data collection. The quantitative on-line research sample consisted of 141 student teachers of the first year master study of teacher education at the Masaryk university (scales BIMS, NFCS).Qualitative data deepen typology of student teachers classroom management strategies. We describe in detail CMS, its characteristics and effects in the classroom.
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