Best Practice or Most Practiced? Pre-Service Teachers' Beliefs about Effective Behaviour Management Strategies and Reported Self-Efficacy

Autor/inn/en	Main, Susan; Hammond, Lorraine
Titel	Best Practice or Most Practiced? Pre-Service Teachers' Beliefs about Effective Behaviour Management Strategies and Reported Self-Efficacy
Quelle	In: Australian Journal of Teacher Education, 33 (2008) 4, Artikel 3 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Classroom Techniques; Self Efficacy; Student Behavior; Preservice Teachers; Disabilities; Student Attitudes; Surveys; Practicums; Knowledge Base for Teaching; Preservice Teacher Education; Correlation; Behavior Problems; Inclusion; Educational Practices; Statistical Analysis; Foreign Countries; Measures (Individuals); Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Self-efficacy; Selbstwirksamkeit; Student behaviour; Schülerverhalten; Handicap; Behinderung; Survey; Umfrage; Befragung; Practicum; Praktikum; Praktika; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Korrelation; Inklusion; Bildungspraxis; Statistische Analyse; Ausland; Messdaten; Qualitative Forschung; Australien
Abstract	Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher's behaviour, and preservice training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best practice. In addition, pre-service teachers were surveyed before and after their practicum in order to determine if actual classroom experience impacted on their self-efficacy and their knowledge of behaviour management strategies. Findings indicated that self-efficacy beliefs among this cohort of preservice teachers were generally high and were even higher after the practicum. There were concerns, however, that the range of behaviour management strategies identified by preservice teachers was limited and did not incorporate strategies to deal with more challenging and persistent behaviour problems. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01