Canadian and Australian pre-service teachers' use, confidence and success in various behaviour management strategies

Andrea Reupert*, Stuart Woodcock

*Corresponding author for this work

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

The purpose of this study was twofold; first, to identify Australian and Canadian pre-service teachers' use, confidence and success in various behaviour management strategies, and second, to identify significant differences between the two cohorts. Pooled data indicated that pre-service teachers most frequently employ low level corrective strategies, such as non-verbal body language, rather than strategies that serve to prevent student misbehaviour. The strategies pre-service teachers report most frequently employing were also those they felt most confident in. Australian pre-service teachers employ rewards significantly more, while Canadian pre-service teachers utilise preventative and differentiation strategies significantly more. Differences might be accounted for by the timing of pre-service teachers' school practicum. Implications for teacher education programs and future research conclude the paper.

Original languageEnglish
Pages (from-to)271-281
Number of pages11
JournalInternational Journal of Educational Research
Volume50
Issue number5-6
DOIs
Publication statusPublished - 2011
Externally publishedYes

Keywords

  • Australia
  • Behaviour management
  • Canada
  • Pre-service teachers

Fingerprint Dive into the research topics of 'Canadian and Australian pre-service teachers' use, confidence and success in various behaviour management strategies'. Together they form a unique fingerprint.

Cite this