Novice Teachers' Training and Support Needs in Evidence-Based Classroom Management

Autor/in	Shank, Melissa K.
Titel	Novice Teachers' Training and Support Needs in Evidence-Based Classroom Management
Quelle	In: Preventing School Failure, 67 (2023) 4, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shank, Melissa K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2023.2195361
Schlagwörter	Beginning Teachers; Evidence Based Practice; Classroom Techniques; Prevention; Active Learning; Teacher Attitudes; Faculty Development; Behavior Problems; California + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenführung; Prävention; Vorbeugung; Aktives Lernen; Lehrerverhalten; Kalifornien
Abstract	Novice teachers report feeling unprepared for classroom management following teacher preparation and requested additional support. Evidence-based, preventative, and nonverbal classroom management strategies help teachers develop positive environments and support active learning. This is a study of how novice teachers' feelings of unpreparedness for effective classroom management were shaped. It described ideas of how to best support teachers using interviews and documents from California novice teachers. Findings identified that novice teachers felt unprepared for student behavior issues in the classroom. Inadequate training led to teachers' classroom management deficits including a lack of understanding of preventative, nonverbal, and evidence-based classroom management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01