Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

Autor/inn/en	Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve
Titel	Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year
Quelle	In: European Journal of Teacher Education, 40 (2017) 1, S.28-45 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aus, Kati) ORCID (Jõgi, Anna-Liisa) ORCID (Poom-Valickis, Katrin) ORCID (Eisenschmidt, Eve) ORCID (Kikas, Eve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1251897
Schlagwörter	Teacher Effectiveness; Teacher Attitudes; Beliefs; Classroom Techniques; Foreign Countries; Beginning Teachers; Educational Practices; Teacher Orientation; Statistical Analysis; Change Agents; Teacher Education Programs; Novices; Universities; Questionnaires; Multivariate Analysis; Estonia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Belief; Glaube; Klassenführung; Ausland; Junior teacher; Junglehrer; Bildungspraxis; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Statistische Analyse; University; Universität; Fragebogen; Multivariate Analyse; Estland
Abstract	We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during their first years as full-time teachers. Results attest to a salient association between teachers' more optimistic views of the malleability of students' intellectual potential and teachers' confidence in themselves as positive change agents in student outcomes. Also, teachers' belief-set in the beginning of their career was shown to be associated with significant differences in the level of using instructional practices promoting mastery goal orientation in the classroom as well as offering students emotional support during the learning process. In the light of the significant belief-behaviour links demonstrated, more explicit attention to the sophistication of teachers' ability beliefs in teacher education programmes is recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01