Preservice Classroom Behavior Management Training Effectiveness: Perceptions of Preschool Teachers

Autor/in	Chichester-Nickolas, Faith
Titel	Preservice Classroom Behavior Management Training Effectiveness: Perceptions of Preschool Teachers
Quelle	(2021), (190 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Regis College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-5965-2
Schlagwörter	Hochschulschrift; Dissertation; Classroom Techniques; Student Behavior; Behavior Change; Preschool Teachers; Preservice Teacher Education; Educational Improvement; Knowledge Base for Teaching; Faculty Mobility; Phenomenology; Teacher Attitudes; Urban Schools; Suburban Schools; Sociocultural Patterns; Teacher Student Relationship; Educational Needs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenführung; Student behaviour; Schülerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Teaching improvement; Unterrichtsentwicklung; Teaching theory; Theory of teaching; Unterrichtstheorie; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational need; Bildungsbedarf
Abstract	Preservice classroom behavior management preparation is important and in need of prioritization. Teachers who have skills for managing behavior can more easily create and sustain a positive classroom environment conducive to learning. New teachers are expected to manage classroom behavior; however, underprepared teachers can find this difficult. Improving preservice classroom behavior management training can better prepare teachers to meet the diverse needs of their students. In addition, strengthening preservice teachers' foundational knowledge and skill for behavior strategy utilization could increase their equanimity for managing student behavior and decrease teacher attrition. This qualitative, phenomenological study utilized semi-structured interviews and focus groups to explore preschool teachers' preservice classroom behavior management preparation perceptions. The study considered Warford's (2011) zone of proximal teacher development, looking at culturally transforming teacher preparation. Ten preschool teachers from suburban and urban New England early childhood programs participated in this study. Data analysis of participants' perceptions revealed a need for increased preservice classroom behavior management preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01