Project

The evolution of vocational teachers’ beliefs and practices related to classroom management during teacher training

The aim of this thesis is to observe how teacher education affects the evolution of vocational teachers’ beliefs and practices related to classroom management.

Rido / Fotolia

Associations between these variables as well as the factors contributing to change (or lack thereof) will also be analysed. This thesis will focus on the subject of classroom management. Among other things, the general pedagogical beliefs of VET teachers, their personal sense of efficacy, their motivation to manage the classroom, as well as their motivation to become a teacher will be observed.

Supervisor of the dissertation:

Prof. Dr. Jean-Louis Berger

Method

This thesis involves two studies: a quantitative longitudinal study (questionnaires) conducted for the purpose of examining changes in VET teachers’ beliefs and practices related to classroom management, as well as for the purpose of identifying the factors influencing these changes; and a qualitative study (semi-structured interviews) conducted for the purpose of analysing the discourse of VET teachers on these same topics. The thesis is based on a combined longitudinal and transversal research design. Together, these two studies will shed light on VET teacher thoughts regarding classroom management.

Publications

Presentations

The evolution of vocational teachers’ beliefs and practices related to classroom management during teacher training

Girardet, C. & Berger, J.-L. (2018). Factors influencing the evolution of vocational teachers’ beliefs and practices related to classroom management during teacher education. Australian Journal of Teacher Education, 43(4), 138-158.

Girardet, C. & Berger, J.-L. (2017). Facing student disengagement: Vocational teachers’ evolution of their classroom management. Journal for Educational Research Online, 9(3), 114-140.

Girardet, C. & Berger, J.-L. (2016). Comment les motivations et le sentiment de responsabilité des enseignants expliquent-ils les pratiques de gestion de classe? Une étude dans le contexte de la formation professionnelle suisse. Formation et pratiques d’enseignement en questions, 21(5), 287-309.

Girardet, C. & Berger, J.-L. (2016). Teacher change in classroom management: a mixed-method study with vocational teachers. American Educational Research Association (AERA) Conference Proceedings. Washington DC, United States of America.

Girardet, C., Berger, J.-L., Vaudroz, C., & Aprea, C. (2014, August). The development of classroom management practices: What do vocational teachers think about it? Paper presented at the EARLI SIG Conference, Learning and Professional Development, Oslo, Norway.

Girardet, C., Berger, J.-L., Vaudroz, C., & Aprea, C. (2014, juin). L’évolution des pratiques de gestion de la classe : qu’en disent les enseignants de la formation professionnelle? Communication présentée au congrès de la Société Suisse de Recherche en Education (SSRE), Lucerne, Suisse.