L’article “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?” (Coen, Bocquillon, Baco, Gonzalez Vargas & Delbart, 2024) vient d’\u00eatre publi\u00e9 dans la revue “European Journal of Education”.<\/p>\n
Abstract<\/strong><\/p>\n 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.<\/p>\n R\u00e9sum\u00e9<\/strong><\/p>\n La gestion de la classe est l’une des principales difficult\u00e9s rencontr\u00e9es par les enseignants. Un moyen d’am\u00e9liorer cette situation est de mettre en \u0153uvre des strat\u00e9gies de gestion de classe valid\u00e9es par la recherche scientifique. L’objectif de cette recherche est d’\u00e9tudier les strat\u00e9gies de gestion de classe d\u00e9clar\u00e9es par un \u00e9chantillon d’enseignants novices et les sources d’information sur lesquelles ils disent fonder leur choix. Pour ce faire, des entretiens semi-structur\u00e9s ont \u00e9t\u00e9 men\u00e9s aupr\u00e8s de 42 enseignants novices belges francophones. Ces entretiens ont fait l’objet d’une analyse de contenu th\u00e9matique. Les enseignants d\u00e9clarent mettre en \u0153uvre certaines strat\u00e9gies de gestion de classe consid\u00e9r\u00e9es comme efficaces dans la litt\u00e9rature scientifique, ainsi que des pratiques moins efficaces selon la litt\u00e9rature scientifique. Pour choisir leurs strat\u00e9gies, ils disent s’appuyer principalement sur les conseils de coll\u00e8gues, sur des exemples propos\u00e9s sur les r\u00e9seaux sociaux et\/ou sur leur formation initiale. Les r\u00e9sultats de cette \u00e9tude peuvent \u00eatre utilis\u00e9s pour formuler des pistes d’am\u00e9lioration de la formation des enseignants en Belgique francophone et plus largement.<\/p>\n