Classroom Management of Pre-Service and Beginning Teachers: From Dispositions to Performance
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| Title: | Classroom Management of Pre-Service and Beginning Teachers: From Dispositions to Performance |
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| Language: | English |
| Authors: | Junker, Robin (ORCID |
| Source: | International Journal of Modern Education Studies. Dec 2021 5(2):339-363. |
| Availability: | International Journal of Modern Education Studies. Available from: Mevlut Aydogmus. Necmettin Erbakan University Ahmet Kelesopglu Education Faculty A-319 Meram Konya, 42000, Turkey. e-mail: ijonmes@gmail.com; Web site: https://www.ijonmes.net/index.php/ijonmes |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Classroom Techniques, Preservice Teachers, Beginning Teachers, Teacher Effectiveness, Self Efficacy, Knowledge Level, Foreign Countries, Elementary School Teachers, Teacher Attitudes, Student Attitudes |
| Geographic Terms: | Germany |
| ISSN: | 2618-6209 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1328103 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2618-6209 |
