Are They Ready? Final Year Pre-service Teachers' Learning about Managing Student Behaviour

Peters, Judith

doi:10.14221/ajte.2012v37n9.2

Cited by 51 publications

(23 citation statements)

References 13 publications

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“…These issues, it appears, can prevail throughout the degree. Peters (2012) found that although final year teacher education students used less intrusive classroom behaviour management strategies, and their perceptions of confidence and competence were higher, they still tended to opt for narrow behaviourist interventions.…”

Section: A Traditional Approachmentioning

confidence: 92%

“…The dilemma of such an approach compounds the concerns of researchers in classroom management regarding the theory and practice divide (Reupert & Woodcock, 2011). Peters (2012) found that the impact of failing to integrate classroom management knowledge and practice is apparent and a narrow range of strategies are used. The limitations in the capacity to respond to students from diverse backgrounds and behaviours are evident.…”

Section: Theory and Practice Dividementioning

confidence: 99%

“…Historically, teacher education students have had their first opportunity to encounter classroom management, from the perspective of a prospective teacher, when they have undertaken the initial observation practicum. Such face-to-face initial practicums can be valuable, however, on occasions, the teacher education students can be vulnerable to the potentially negative classroom management practices of their supervising teacher (Hamilton, 2015;Peters, 2012), and inadequate supervision as they put their tentative theory into practice. For these reasons, the relationship between teacher education programmes and subsequent supervised professional experience in schools has been described as tenuous at best (Allen et al, 2013).…”

Section: Theory and Practice Dividementioning

confidence: 99%

“…Many of the prevailing narratives that exist within classroom management theories take a deficit view of the child (McDonald, 2010). The consequence can be that teacher education students often report that effective behaviour management is related to levels of control (Hamilton, 2015;Peters, 2012;Sullivan et al, 2014). Millei and Petersen (2014) elaborate on this perspective, stating that often student behaviour is equated with problem behaviour.…”

Section: Problematising Student Behaviourmentioning

confidence: 99%

See 3 more Smart Citations

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

Page¹,

Jones²

2018

AJTE

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This paper responds to the theory-practice divide regarding classroom behaviour management in teacher education. Qualitative interviews and surveys were used to investigate whether an alternative model using an online professional experience could improve perceptions of teacher education students' beliefs, knowledge, perceived skills and confidence in classroom management. Teacher education students participated in an innovative Master of Teaching course designed to integrate ecological classroom management theory, video observation, and critical reflection in an online professional experience (practicum). Results indicated that participants, upon completion of the course, reported improvements in their beliefs, knowledge, perceived skills and confidence in classroom management. Additionally, in a subsequent in-school professional experience, a preference for initial correction and prevention strategies to manage the learning environment was highlighted. The implications for future teacher education programmes are presented.

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Section: A Traditional Approachmentioning

confidence: 92%

Section: Theory and Practice Dividementioning

confidence: 99%

Section: Theory and Practice Dividementioning

confidence: 99%

Section: Problematising Student Behaviourmentioning

confidence: 99%

See 2 more Smart Citations

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

Page¹,

Jones²

2018

AJTE

View full text Add to dashboard Cite

show abstract

“…Are they well prepared to deal with this situation? Studies reveal pre-service teachers have ranked behavior management as one of their concerns (Wei & Yasin, 2017;Black, Noltemeyer, Davis, & Schwartz, 2016;Peters, 2012;Rosas & West, 2009;Cakmak, 2008;Ritter & Hancock, 2007;Bromfield, 2006).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers Knowledge of Classroom Management

Zulkifli¹,

Sulaiman²,

Mohamed³

2019

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Classroom management is one of the main factors that give a significant impact on the teaching and learning process in the classroom. Teachers with good classroom management skills are able to deal with challenging behavior issues positively. But, teachers with poor classroom management skills will feel frustrated whenever they fail to deal with behavior problems. This situation also disrupts the teaching and learning session. The purpose of this study is to determine the level of pre-service teachers' knowledge regarding classroom management. This research used survey research design and the questionnaire was adopted from the previous researcher. Pre-service teachers' knowledge was measured based on their understanding regarding behavior management and the implementation of positive and negative reinforcement. The purposive sampling technique used in sample selection. To be selected in this research, respondents must be final year students who have completed the courses and teaching practicum and specialized in special education programs. A total of 100 respondents from three public universities participate in this research. Research findings showed respondents demonstrated a good understanding regarding classroom management with a high level of the mean value. This outcome revealed public university in Malaysia provides a great teacher training program, particularly in a special education program. With a good understanding of behavior management, is to be expected pre-service teachers will be able to be good teachers once they enter the real world of education soon.

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Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

Egeberg

McConney

Price

2020

Educ Res Policy Prac

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Teachers' views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers' voices about teaching, learning and classroom management. Our aim was to further clarify teachers' perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.

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Are They Ready? Final Year Pre-service Teachers' Learning about Managing Student Behaviour

Cited by 51 publications

References 13 publications

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

Rethinking Teacher Education for Classroom Behaviour Management: Investigation of an Alternative Model using an Online Professional Experience in an Australian University

Pre-Service Teachers Knowledge of Classroom Management

Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools

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