| Title: |
What Are the Reported Classroom Management Strategies of a Sample of Novice Teachers in French-Speaking Belgium, and What Do They Base Their Choices on? |
| Language: |
English |
| Authors: |
Constance Coen (ORCID 0009-0007-7503-0588); Marie Bocquillon (ORCID 0000-0002-0518-1539); Christophe Baco (ORCID 0000-0003-4946-700X); Eva Gonzalez Vargas (ORCID 0009-0004-8843-810X); Laëtitia Delbart (ORCID 0000-0003-3092-5488) |
| Source: |
European Journal of Education. 2025 60(1). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Foreign Countries; Beginning Teachers; Classroom Techniques; Teacher Attitudes; Educational Strategies; Educational Practices; Decision Making; Peer Influence; Evidence Based Practice |
| Geographic Terms: |
Belgium |
| DOI: |
10.1111/ejed.12857 |
| ISSN: |
0141-8211; 1465-3435 |
| Abstract: |
Classroom management is one of the main difficulties encountered by teachers. One way of improving this situation is to implement classroom management strategies that have been validated by scientific research. The purpose of this research is to study the classroom management strategies declared by a sample of novice teachers, and the sources of information on which they say they base their choice. To this end, semi-structured interviews were conducted with 42 French-speaking Belgian novice teachers. These interviews were subject to thematic content analysis. The teachers report implementing certain classroom management strategies considered effective in the scientific literature, as well as practices that are less effective according to the scientific literature. To choose their strategies, they say they mainly rely on the advice of colleagues, examples suggested on social networks, and/or their initial training. The results of this study can be used to formulate ways of improving teacher training both in French-speaking Belgium and more widely. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1461314 |
| Database: |
ERIC |