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ERIC Number: EJ1122796
Record Type: Journal
Publication Date: 2015-Dec
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1030-0112
EISSN: N/A
Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?
O'Neill, Sue C.
Australasian Journal of Special Education, v40 n2 p117-140 Dec 2015
Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre-post course. The sources of efficacy information available and the learning activities completed during each intervening time point are explored as possible explanations for the changes in CMSE reported. Issues in measuring preservice teachers' efficacy related to coursework are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A