MOFET ITEC - Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program

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Section: Instruction in Teacher Training
Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program
Country or Region: Australia
February 2013   |   Type: Abstract
Source: Asia-Pacific Journal of Teacher Education, Volume 41, Issue 1, 2013, pages 84-98

The purpose of this study was to identify the classroom management strategies that Australian pre-service teachers would employ, their confidence in employing them, and the effectiveness of the strategies.
Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program.

The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections.

All of the pre-service teachers here found rewards and preventative strategies to be the most effective.

However, it was found that four-year trained pre-service teachers employ preventative strategies significantly more often than pre-service teachers in the one-year teaching course.
Similarly, four-year trained pre-service teachers are significantly more confident in using preventative strategies than those in the one-year course.
Comments (1):
October 28, 2013     jaiprakash ojha (D.I.E.T.Gorakhpur,U.P.,INDIA) wrote:
This site is useful for our institution and myself also.
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