A cross-sectional study of student teachers' behaviour management strategies throughout their training years

Stuart Woodcock*, Andrea Reupert

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

Abstract

Despite the importance of behaviour management, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regard to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be primary teachers. The most significant differences were found between first and second year student teachers in regard to their use of, and confidence in, initial and later corrective strategies, and between second and third year student teachers in terms of their use of, and confidence in, differentiating curriculum and preventive strategies. The findings have implications for teacher training programs and future research.

Original languageEnglish
Pages (from-to)159-172
Number of pages14
JournalAustralian Educational Researcher
Volume39
Issue number2
DOIs
Publication statusPublished - May 2012
Externally publishedYes

Keywords

  • Behaviour management
  • Student teachers

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