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ERIC Number: EJ1078888
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1363-2752
Does a Year Make a Difference? The Classroom Management Practices of Primary Student Teachers before and after a One-Year Teacher Education Programme
Reupert, Andrea; Woodcock, Stuart
Emotional & Behavioural Difficulties, v20 n3 p265-276 2015
The purpose of this study was to examine primary student teachers' use, confidence and success in various classroom management strategies at the start and at the end of a one-year teaching programme and ascertain any significant differences between the two time periods. One hundred and twenty-four English primary student teachers were surveyed at both time periods. Student teachers indicate that they would employ mostly preventative and lower-level corrective strategies at the start and at the end of the programme. Over the one year there was a significant increase in the use, confidence and success of preventative and relatively more intrusive corrective strategies, while the use and confidence of lower-level corrective strategies remained the same. The study tentatively highlights the cumulative impact of a one-year teaching programme on some but not all classroom management skills.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A