Search results for: Woodcock Stuart
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Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program
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.
Updated: Oct. 23, 2013
Success and Near Misses: Pre-service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies
This study examines the management strategies which employed by pre-service teachers. 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies.
Updated: Nov. 29, 2010