| Abstrakt: |
The expertise of the teaching staff to organize the didactic activity and to manage the pupils' behavior is of major importance for achieving school performance, especially under the conditions of frequent changes in the education system, the digitization process, the numerous discipline problems in schools, the various expectations of the professional environment, of the civil society, of teachers or of parents. Teachers must lead pupils' behavior and also must prevent and act in unexpected situations using the most appropriate classroom management strategies to create a positive climate conducive to learning. The aims of the current study are to identify the challenges that teachers are facing in the classroom management at various age levels of pupils and to analyses their needs of training in order to improve the professional skills in this area. A number of 97 teachers from all four levels of pre-university education have answered a questionnaire with three semidirective questions that targeted the following aspects related to the classroom management: the most common problems that teachers face in the classroom management; the examples of management problems from their own professional practice; the knowledge or skills that teachers would need to improve for a better classroom management. The content analysis of the teachers' answers highlighted as the most common categories of challenges in classroom management the following: the discipline problems, the teacher's poor collaboration with pupil's families, the management of the social and emotional environment of the class, the lack of material resource or the insufficient space in classroom. In terms of the teachers' training needs for a better classroom management, the analysis showed a grouping of answers around the following aspects: specific intervention strategies, techniques and tools in disciplinary cases, communicating with pupils, communicating and working with the pupils' parents, specific methods and techniques to make teaching-learning more efficient, knowledge in child psychology. The information obtained through the current study can contribute to the design of continuous training programs for teachers and to the introduction of discussion topics focused upon the identified problems into the curriculum for the initial training of pupils who wish to pursue a teaching career. [ABSTRACT FROM AUTHOR] |
