Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children with Emotional and Behavioral Problems: A Randomized Control Trial

Autor/inn/en	Klopfer, Kristina M.; Scott, Katreena; Jenkins, Jennifer; Ducharme, Joe
Titel	Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children with Emotional and Behavioral Problems: A Randomized Control Trial
Quelle	In: Teacher Education and Special Education, 42 (2019) 1, S.49-66 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417735877
Schlagwörter	Preservice Teacher Education; Classroom Techniques; Pretests Posttests; Emotional Disturbances; Elementary School Students; Behavior Problems; Teacher Attitudes; Prevention; Skill Development; Educational Quality; Randomized Controlled Trials; Attitude Change; Effect Size; Elective Courses; Teacher Student Relationship; Psychological Patterns; Positive Attitudes; Simulation; Intervention; Self Efficacy; Preservice Teachers; Affective Behavior; Evidence Based Practice + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Klassenführung; Gefühlsstörung; Lehrerverhalten; Prävention; Vorbeugung; Kompetenzentwicklung; Qualifikationsentwicklung; Quality of education; Bildungsqualität; Attitudinal change; Einstellungsänderung; Elective course; Wahlkurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Simulation program; Simulationsprogramm; Self-efficacy; Selbstwirksamkeit; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers' use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions (d = 0.69), negative reactions (d = 1.05), and their use of proactive strategies (d = 1.43 and 1.59), inadequate strategies (d = 0.73), and reactive strategies (d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01