Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.
Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/43994 |
Date | 17 March 2014 |
Creators | Klopfer, Kristina Monika |
Contributors | Scott, Katreena |
Source Sets | University of Toronto |
Language | en_ca |
Detected Language | English |
Type | Thesis |
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