SAGE Journal Articles

Click on the following links. Please note these will open in a new window.

Journal Article 1: Berger, J. L., Girardet C., & Vaudroz, C. (2018). Teaching experience, teachers’ beliefs, and self-reported classroom management practices: A coherent network.
Abstract: Classroom management is an important topic in teacher education, as it has a strong impact on students’ engagement. However, untangling the concepts influencing teachers’ classroom management practices is a question that needs further investigation. Using data from a survey of 154 vocational teachers participating in teacher education, this study examined associations between classroom management practices, teaching experience, and teachers’ beliefs (general pedagogical beliefs, beliefs about student motivation, and self-efficacy beliefs). Results highlighted associations between the different types of beliefs, and between teachers’ beliefs and practices. Teaching experience was positively related to self-efficacy and beliefs in constructivism but did not impact practices.

Journal Article 2: Leshem, S., Zion, N., & Friedman A. (2015). A dream of a school student teachers envision their ideal school.
Abstract: In this study, we examined how student teachers in their first year of a teacher education program develop insights of their ideal school and desired teaching by designing a model of a school that incorporated ideological, pedagogical, physical, and interpersonal aspects. Twenty projects of ideal schools were analyzed. The findings reveal that student teachers at their initial stages of teacher education, when exposed to dissonances at the boundary between different social worlds, can develop complex understanding if they are provided with contexts that allow such spaces. We conclude that teacher educators can exploit incidents of conflict and friction as learning opportunities and thus enhance deeper learning.