One Year On: First-Year Primary Teachers' Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use

Autor/inn/en	O'Neill, Sue; Stephenson, Jennifer
Titel	One Year On: First-Year Primary Teachers' Perceptions of Preparedness to Manage Misbehaviour and Their Confidence in the Strategies They Use
Quelle	In: Australasian Journal of Special Education, 37 (2013) 2, S.125-146 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1017/jse.2013.15
Schlagwörter	Foreign Countries; Elementary School Teachers; Beginning Teacher Induction; Followup Studies; Behavior Problems; Student Behavior; Behavior Modification; Classroom Techniques; Preservice Teacher Education; Online Surveys; Program Effectiveness; Teacher Attitudes; Self Esteem; Teacher Competencies; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Follow-up studies; Kontaktstudium; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Lehrkunst; Australien
Abstract	This article reports the findings of a one-year follow-up study of Australian beginning primary teachers' perceived preparedness to manage a variety of problematic student behaviours, and their confidence and use of behaviour management strategies based on their preservice coursework in classroom behaviour management. A total of 216 primary teachers in their first year of employment located across Australia responded to the online survey. Based on their coursework preparation in classroom behaviour management, the first-year teachers felt, at best, only somewhat prepared to manage disruption, noncompliance and disorganisation problems, and closer to not at all prepared to manage aggressive, antisocial, or destructive behaviours. Their perceptions of preparedness to manage all categories of problem behaviours had decreased significantly since course completion in the past year. First-year teachers were aware of a wide range of strategies for responding to problem behaviours, and felt somewhat confident in using most of the strategies. Their confidence in use had increased for most strategies, but only minimally, since completing their teacher education programs. Issues with current preservice coursework in classroom behaviour management in teacher education programs are discussed, and suggestions for addressing preparation and confidence issues are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10