Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network

What is it about?

Classroom management is a daily challenge for most teachers. This article investigated how teachers think about classroom management and how they report doing it. The results show that teachers' practices are strongly tied to their conceptions of pedagogy, to their beliefs about the best way to motivate students, to their self-efficacy beliefs, and to their experience. In sum, the paper underlines the high complexity of teacher thinking and acting while managing their classroom, but also the strong coherence within their beliefs and reported practices.

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