Source: Teacher Education and Special Education, Volume 39, No. 4, November 2016
The goal of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies in examining the teacher’s role in the scenarios, (c) perceptions of challenging behaviors that may present the greatest difficulty in their future positions, and (d) their attitudes and opinions regarding challenging behavior in the classroom.
Results indicated that preservice teachers are able to identify the teacher’s role in scenarios both positively and negatively. The preservice teachers perceived certain behaviors as easy or difficult to manage. Overall, preservice teachers feel moderately confident with classroom management and challenging behavior.