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