Reducing reality shock. The effects of classroom management skills training on beginning teachers.

Autor/inn/en	Dicke, Theresa; Elling, Jill; Schmeck, Annett; Leutner, Detlev
Titel	Reducing reality shock. The effects of classroom management skills training on beginning teachers.
Quelle	In: Teaching and teacher education, (2015) 48, S. 1-12Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2015.01.013
Schlagwörter	Klassenraum; Lehramtsstudent; Referendar; Störung; Unterrichtsstörung; Wirklichkeitsbezug
Abstract	Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management training are investigated. Participants (N=97) were assigned to one of two intervention groups (classroom management training/stress management training.) or to a wait control group. Results revealed that the classroom management group was superior in classroom management skills. Both intervention groups were superior to the wait control group regarding well-being. Overall, the training can be a useful supplement to teacher education. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1