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DOI

10.14221/ajte.2014v39n4.4

Abstract

Beginning teachers often report feeling less than adequately prepared by their teacher education programs in the area of classroom and behaviour management (CBM). This article reports the prevalence of evidence-based practices in the coursework content on offer in Australian undergraduate primary teacher education programs. First a set of CBM practices supported by empirical research was established. Models of CBM in CBM courses and prescribed texts were then examined for the inclusion of these practices. We found that evidence-based practices in CBM were not commonly included in either models of CBM covered in courses, or in the prescribed texts used to support courses. The implications of this phenomenon on beginning teachers’ knowledge and confidence in CBM are discussed.

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Link to publisher version (DOI)

10.14221/ajte.2014v39n4.4