Best practice or most practiced? Pre-service teachers’ beliefs about effective behaviour management strategies and reported self-efficacy
Document Type
Journal Article
Publisher
Social Science Press
Faculty
Faculty of Education and Arts
School
School of Education
RAS ID
5595
Abstract
Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher's behaviour, and preservice training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best practice. In addition, pre-service teachers were surveyed before and after their practicum in order to determine if actual classroom experience impacted on their self-efficacy and their knowledge of behaviour management strategies. Findings indicated that self-efficacy beliefs among this cohort of preservice teachers were generally high and were even higher after the practicum. There were concerns, however, that the range of behaviour management strategies identified by preservice teachers was limited and did not incorporate strategies to deal with more challenging and persistent behaviour problems.
DOI
10.14221/ajte.2008v33n4.3
Access Rights
free_to_read
Comments
Main, S., & Hammond, L. (2008). Best practice or most practiced? Pre-service teachers’ beliefs about effective behaviour management strategies and reported self-efficacy. Australian Journal of Teacher Education, 33(4). Available here