A Tale from Three Countries: The Classroom Management Practices of Pre-Service Teachers from Australia, Canada and the United Kingdom

Autor/inn/en	Woodcock, Stuart; Reupert, Andrea
Titel	A Tale from Three Countries: The Classroom Management Practices of Pre-Service Teachers from Australia, Canada and the United Kingdom
Quelle	In: Teacher Development, 21 (2017) 5, S.655-667 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1308431
Schlagwörter	Classroom Techniques; Preservice Teachers; Foreign Countries; Student Behavior; Teacher Education; Teacher Education Programs; Elementary School Teachers; Multivariate Analysis; Prevention; Comparative Education; Teacher Effectiveness; Self Esteem; Teacher Student Relationship; Statistical Analysis; Statistical Significance; Factor Analysis; Educational Strategies; Australia; Canada; United Kingdom + Suchen Sie Ihr Suchwort? Klassenführung; Ausland; Student behaviour; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Multivariate Analyse; Prävention; Vorbeugung; Vergleichende Erziehungswissenschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Faktorenanalyse; Lehrstrategie; Australien; Kanada; Großbritannien
Abstract	The purpose of this research was to (i) identify Australian, Canadian and United Kingdom (UK) pre-service teachers' use, confidence and success of various classroom management strategies and (ii) to ascertain any significant differences between the three cohorts. Significant differences were found amongst the cohort with the UK pre-service teachers using significantly more strategies to promote or guide positive student behaviour (namely strategies related to differentiation, prevention and rewards) than the Australian and the Canadian cohorts. Differences may be accounted for by the way in which classroom management is taught. This study highlights the need to actively model and teach preventive-based strategies to pre-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01