What you say matters: preservice teacher classroom management initial development

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teacher Development Pub Date : 2024-07-19 DOI:10.1080/13664530.2024.2376675

Megan Svajda-Hardy, Andrew Kwok

引用次数: 0

Abstract

This qualitative study explores preservice teachers’ (PSTs) beliefs about classroom management advice and support. The authors seek to explore PSTs’ initial classroom management development by iden...

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你说的话很重要：职前教师课堂管理的初步发展

这项定性研究探讨了职前教师（PSTs）对课堂管理建议和支持的看法。作者试图通过确定课堂管理建议和支持的内容来探索职前教师最初的课堂管理发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teacher Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.10

自引率

8.30%

发文量

期刊介绍： Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.