Teacher Change in Classroom Management: A Mixed-Method Study With Vocational Teachers

• In Event: Enhancing Classroom Management Through Professional Development and Teacher Education

Abstract

Classroom management has a major impact on students’ motivation and learning outcomes. However, studies are needed to understand why teachers adopt/discard those instructional practices and how the process of changes in practice takes place. Using a mixed-method design, we investigated whether and how classroom management-related beliefs and self-reported practices change over the first year of teacher education. Results revealed that teacher education has important implications for classroom management beliefs and practices: Teachers moved toward beliefs and practices encouraged by the teacher education program. Surveys and interviews indicated that changes in practices strongly depend on teachers’ beliefs. Changes were affected by the school context, specifically the alignment between the values conveyed by the teacher education program and those of the schools.

Authors

• Celine Girardet, Swiss Federal Institute for Vocational Education and Training

• Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training