Positive Behaviour Support in South African Foundation Phase Classrooms: Teacher Reflections

Autor/in	Dwarika, Veronica M.
Titel	Positive Behaviour Support in South African Foundation Phase Classrooms: Teacher Reflections
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 761 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dwarika, Veronica M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Positive Behavior Supports; Teacher Attitudes; Reflection; Foreign Countries; Behavior Problems; Inclusion; Instructional Effectiveness; Classroom Techniques; Identification; Inservice Teacher Education; Self Efficacy; Elementary School Teachers; Children; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Inklusion; Unterrichtserfolg; Klassenführung; Identifikation; Identifizierung; Lehrerfortbildung; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The positive behaviour support (PBS) model is a model of response to address challenging behaviours of learners in schools that has proven to be effective in developed countries. Given its human rights and functional contextualism lens, the PBS model is particularly relevant to and of value within the South African context. Aim: Since learner challenging behaviours are a key contributory factor to learner exclusion in schools, an inclusive education module on the PBS model was developed and evaluated for its effectiveness in the South African context. Setting: The study is set within an interpretivist paradigm and utilises a generic qualitative research design. Methods: Qualitative data were collected through module evaluations -- 11 focus group interviews with 144 candidates (4th-year in-service Limpopo teachers) followed by four classroom observations and interviews with the teachers from the classroom observations. Results: The thematic analysis revealed that participants had developed new insights about ecosystemic challenges that impact behaviour and were critically reflexive about their changed practices resulting from their participation in the inclusive education PBS model. Participants valued PBS strategies as good and useful for excellence in teaching. This evidences a pocket of success in relation to the value of the PBS model. Conclusion: The professional development of pre-service teachers with the skills and knowledge of the PBS model for classroom practice is advocated for. Recommendations are made for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01